Course  oe  s*i  t  dy 


,  ./  .*  y. 

■  t  -  '  Y  > 


Rural  and 
Schools  of  Vf 


ARY 


>  '■ 


STATE  Board  of  Education 


ife':.'vv 

'V- 


The 

State  Course  of  Study 

OF  Vermont 


PART  ONE 

For  Rural  and  Flementary  Schools 


PREPARED  UNDER  DIRECTION  OF 

CLARENCE  H.  DEMPSEY 

Commissioner  of  Education 


AUTHORIZED  BY  THE 


State  Board  of  Education 


Montpelier,  Vermont 

1921 


9F 

OCT  i  15  1930 
duplicate 


315“.  DOI'IlI'3 

V5'=i  ^ 


TABLE  OF  CONTENTS 

Preface . 4 

1.  Introduction . , .  5 

11.  The  Teacher’s  Work .  8 

III.  Registers .  9 

IV.  Rural  School  Organization .  14 

V.  Rural  School  Programs .  22 

VI.  Rural  School  Project  Work .  24 

VII.  English .  40 

1.  Reading . ^  .  41 

2.  Literature .  55 

3.  English  Language  and  Grammar .  71 

4.  Spelling . 101 

VIII.  Arithmetic . 112 

IX.  Geography . 135 

X.  History  and  Civics. .  . . 174 

X I .  Physiology  and  Hygiene . 216 

XII.  Study  of  Vermont . 243 

XIII.  Penmanship . 266 

XIV.  Music . 273 

XV.  Drawing . • . 293 

XVI.  Books  for  Teachers’  Professional  Reading . . 320 


PREFACE 


This  course  of  study  is  issued  in  conformity  with  Section 
1237  of  the  General  Laws  of  Vermont,  which  provides  that 

“The  state  board  of  education  shall  prescribe  and  promulgate 
uniform  courses  of  study  for  elementary  schools  ...  ” 

It  is  incumbent  upon  every  teacher  to  familiarize  herself 
thoroughly  with  this  course,  not  only  with  those  parts  dealing 
with  her  immediate  class  work,  but  also  with  those  parts  pre¬ 
ceding  and  leading  up  to  her  own  grades,  that  she  may  know 
with  what  preparation  children  come  to  her,  and  also  with  those 
parts  following  her  special  work,  that  she  may  know  for  what  she 
is  to  prepare  her  pupils.  Unity  and  sequence  of  progress  is 
highly  important  and  is  promoted  by  this  means. 

In  its  preparation  consideration  has  been  given  to  existing 
practices,  to  the  necessary  diversity  of  schools  and  communities, 
and  to  the  conflicting  requirements  of  essential  uniformity  and 
local  or  personal  freedom  and  adaptation. 

The  course  as  given  represents  the  experience  and  contri¬ 
butions  of  selected  and  representative  teachers,  principals, 
superintendents,  training  class  and  normal  instructors  through¬ 
out  the  state,  whose  services  have  been  freely  given  to  this  work, 
in  an  endeavor  to  create  an  outline  that  ■will  represent  the  best 
practice  and  wisdom  of  the  educational  ■workers  of  the  state. 
Grateful  and  appreciative  acknowledgment  of  their  work  and 
assistance  is  made  here. 

Careful  study  and  comparison  has  been  made  of  other  state, 
town  and  rural  courses  dealing  with  conditions  similar  to  those 
of  Vermont,  and  adaptations  have  been  freely  made  from  such 
study. 

Clarence  H.  Dempsey, 

Commissioner  of  Education. 


COURSE  OF  STUDY  FOR  ELEMENTARY 
SCHOOLS  OF  VERMONT 

I.  INTRODUCTION 

Purposes  and  Aims 

\ 

A,  This  course  of  study  is  presented  as  a  guide  to  teachers 
in  two  ways. 

1st.  It  contains  outlines  of  subjects  by  grades  to  facilitate 
supervision,  to  fix  standards  for  classification  and  grouping  of 
pupils,  to  furnish  a  practical  basis  for  development  and  assign¬ 
ment  of  work,  to  check  up  the  progress  of  pupils  and  to  unify 
and  strengthen  the  work  of  our  schools — ^in  brief,  what  to  do. 

2nd.  It  contains  under  each  subject  suggestions  as  to 
methods  and  aims,  reviews,  development,  correlation,  and  adapta¬ 
tion  to  pupils,  schools  and  localities — or,  how  to  do  it. 

In  neither  particular  is  the  course  to  be  slavishly  followed — 
leading  to  rigidity — nor  is  it  intended  to  be  exhaustive.  It  is, 
instead,  to  be  used  as  a  suggestive  guide  hook,  faithfully  and  care¬ 
fully  observed  as  to  essentials,  and  liberally  expanded,  enriched 
and  interpreted  as  to  application. 

It  is  a  very  common  experience  to  find  children  who 
change  from  one  town  to  another  seriously  defective  in  some 
subjects,  resulting  in  loss  both  to  themselves  and  their  new  class¬ 
mates.  A  careful  use  of  this  course  of  study  will  go  far  toward 
eliminating  this  evil.  It  is  also  very  essential  where  frequent 
changes  of  teachers  oqcur  (as  is  the  case  in  rural  schools)  that  the 
course  be  followed  with  extreme  care,  to  avoid  unnecessary  over¬ 
lapping  of  work,  and  interruption  of  progress. 

B.  The  course  of  study  is  intended  to  map  out  a  program 
of  work  that  will  give  to  children  a  mastery  of  the  essentials  of 
education— the  tools  of  learning.  It  will  always  remain  true  that 
reading  (the  ability  to  acquire  knowledge  from  the  printed  page) , 
writing  (the  ability  to  express  one’s  self  clearly  and  well  on  paper), 
oral  English  (ability  to  speak  well)  and  arithmetic  (the  ability 
to  realize  and  calculate  values)  are  fundamental  to  all  well- 
rounded  knowledge  and  sound  educational  progress.  They  must 
be  as  thoroughly  mastered  as  possible. 


6 


Vermont  Course  of  Study 


C.  The  course  of  study  aims  furthermore  to  assure  pupils 
through  geography,  history,  selected  literature  and  informational 
studies,  also  through  such  work  as  may  be  given  in  the  arts  and 
sciences,  a  practical  and  generous  acquaintance  with  the  world 
and  man’s  activities,  to  the  end  that  they  may  more  fully  live 
their  own  lives,  more  effectively  serve  their  communities,  and 
more  thoroughly  appreciate  and  enjoy  their  surroundings. 

D.  A  further  definite  purpose  of  the  course  of  study  is  to 
aid  teachers  and  others  in  charge  of  school  work  to  select  the  most 
valuable  parts  of  subjects  or  material  out  of  the  vast  amount 
available,  and  to  employ  some  of  the  most  practical  methods  of 
securing  desired  results. 

The  task  of  preparing  children  for  life’s  work,  duties  and 
privileges,  in  a  civilization  becoming  constantly  more  com¬ 
plicated  and  exacting,  is  increasingly  difficult,  hence  the  course 
should  and  must  be  employed  to  serve  as  an  aid  to  economy  of 
time  and  effort  in  our  task.  Without  such  an  outline  systematic, 
well-ordered  work  is  not  possible  in  schools,  hence  the  class-room 
work  should  be  built  up  from  and  developed  about  the  unifying 
skeleton  thus  provided. 

E.  The  course  of  study  aims  also  at  the  complete  develop¬ 
ment  of  the  individual.  Not  only  must  the  intellect  of  the  child 
be  developed,  but  his  health  and  vigor  are  matters  of  utmost 
importance.  He  must  moreover,  be  helped  to  become  very 
efficient  and  independent,  able  to  earn  a  good  living  and  render 
good  service.  Even  more  important,  he  must  be  trained  to  be 
an  intelligent,  valuable  citizen  of  high  ideals — a  fine  member  of 
society. 

F.  One  other  aim  of  supreme  importance  must  not  be 
neglected — the  cultivation  of  creative  power.  Herein  lies  man’s 
greatest  difference  from  all  other  living  things,  his  greatest  power 
and  development,  his  opportunity  for  supreme  ser^dce.  Pro¬ 
gress  and  improvement  come  only  in  this  way.  Hence  all  school 
work  must  be  directed  not  only  toward  attainment,  but  toward 
the  development  of  imagination,  new  applications  of  knowledge 
and  inspiration  for  better  services,  and  new  creations  of  social 
value. 

It  will  be  seen  then  that  the  chief  purpose  or  end  of  the 


Introduction 


7 


course  of  study  is  the  highest  development  in  every  way  of  each 

individual,  both  for  his  own  sake  and  for  his  value  as  a  citizen. 

The  subjects  are  to  be  mastered,  the  school  work  as  outlined 

must  be  done,  not  merely  because  they  are  intrinsically  valuable, 

but  because  and  in  order  that  through  them  the  child  may  best 

he  educated  for  the  richest  possible  life  and  service.  This  is  the  real 

justification  of  the  course  of  study,  and  the  real  test  of  its  effect 

and  value,  as  a  whole  and  in  every  part. 

/ 


V 


8 


Ver^-Ont  Course  of  Study 


II.  THE  TEACHER’S  WORK 

It  is  very  im.portant  that  the  first  day’s  work  be  started 
right  and  be  fully  carried  out.  Therefore  prepare  for  this  work 
by  securing  from  the  superintendent  of  schools  the  necessary 
information  as  to  names  of  pupils  and  grades  to  be  taught,  the 
courses  of  study  for  these  grades  as  well  as  the  list  of  texts  pro¬ 
vided.  It  is  extremely  important  that  you  learn  of  the  work 
done  the  previous  term.  Before  the  school  opens  for  the  first 
day  go  to  the  school  to  acquaint  yourself  with  the  equipm.ent  and 
to  place  the  same  in  readiness  for  use. 

With  the  above  information  at  hand  prepare  and  place  on  the 
blackboard  a  tentative  program,  in  order  that  each  child  m.ay 
have  a  definite  assignment  for  each  of  his  classes.  Be  sure  that 
each  child  is  able  to  report  at  home  what  he  has  learned  that  is 
new  to  him  the  first  day.  Have  a  song,  poem  or  story  ready  for 
opening  and  closing  the  day’s  work.  By  these  place  the  children 
in  a  happy  and  receptive  frame  of  mind.  Work  for  each  succeed¬ 
ing  day  should  be  as  carefully  prepared. 

During  the  first  month  of  the  year  much  time  should  be 
spent  in  review  of  previous  work,  but  something  new  should  be 
constantly  offered  to  stimulate  interest. 

Every  teacher  should  know  her  subjects  and  hooks  so  that  she 
need  not  refer  needlessly  to  the  books  in  conducting  a  recitation. 
She  should  endeavor  to  bring  to  every  class  many  interesting 
and  important  facts  that  are  not  in  the  text  books.  Make  work 
practical  by  teaching  real  things. 

That  pupils  may  profit  to  the  fullest  degree  from  the  teacher,, 
she  should  know  her  pupils  as  well  as  her  books.  From  such  ^ 
knowledge  should  come  sympathy,  confidence,  and  intelligent 
cooperation,  and  increasing  sense  of  responsibility  on  part  of 
pupils.  If  the  teacher  would  be  superior  she  must  grow  in 
knowledge  and  leadership  in  her  own  laboratory. 

It  has  well  been  said  ‘  ‘that  the  public  is  mindful  of  the  needs 
of  the  school.”  It  has  been  asked,  “Are  educators  mindful  of 
the  needs  of  the  public?”  There  is  no  better  way  for  a  teacher 


The  Teacher’s  Work 


9 


to  leam  of  these  needs  than  by  getting  acquainted  with  school 
patrons  in  their  homes,  where  they  are  at  ease  and  can  converse 
on  topics  of  mutual  interest.  At  such  times  the  teacher  can 
become  acquainted  with  the  home  life  of  her  pupils  to  the  ad¬ 
vantage  of  both  in  the  school. 

If  the  teacher  will  arrange  an  evening’s  program  at  her 
school  early  in  the  year,  to  which  the  parents  are  invited,  she 
will  have  an  opportunity  to  place  before  the  patrons  a  fair 
sample  of  the  work  she  is  doing  in  several  of  her  classes  and  of 
arousing  interest  and  help.  Later  similar  meetings  will  give  an 
opportunity  of  knowing  and  comparing  progress  of  the  pupils. 

At  the  close  of  such  a  program  it  might  be  well  for  the  teacher 
to  ask  a  few  adults  to  speak  on  ‘  ‘Advantage  of  Such  Programs,  ” 
“Impressions,”  “How  Parents  Can  Help  the  School,”  etc. 
Following  those  the  teacher  might  call  upon  the  district  superin¬ 
tendent  of  schools  to  explain  some  particular  plans  or  parts  of 
the  work. 

The  most  important  of  all  should  be  a  short,  snappy  talk  by 
the  teacher  in  which  she  should  state  her  aims  very  definitely 
as  regards  the  work  she  hopes  to  do  in  improving  the  conditions 
surrounding  the  pupils,  as  well  as  in  inspiring  them  to  greater 
things  in  life,  while  at  the  same  time  providing  them  a  strong 
educational  background,  founded  on  essential  subjects  and  sound 
principles. 

When  the  teacher  has  placed  a  program  of  work  before  her 
patrons  that  appeals  to  them  she  should  look  for  their  assistance 
in  putting  it  through.  The  task  to  be  done  is  entirely  too  large 
for  one  person  and  therefore  the  community  should  stand  ready 
to  assist  the  teacher  in  promoting  work  of  benefit  to  the  children 
and  the  community. 

It  is  of  the  utmost  importance  that  the  teacher  have  the  best 
of  health,  that  her  work  may  not  be  burdensome  and  that  she 
may  have  a  cheerful  frame  of  mind.  Her  good  health  and  general 
disposition  will  be  reflected  in  the  life  of  her  school.  If  she  knows 
her  books  and  subjects  but  makes  no  serious  mistakes  she  will  be 
rated  an  “average  teacher”  and  be  entitled  to  all  the  salary  she 
receives.  If,  however,  she  knows  boys  and  girls  and  how  to 


10 


Vermont  Course  of  Study 


teach  them,  as  well  as  how  to  secure  confidence  and  cooperation 
of  the  community,  she  will  be  a  ‘‘superior”  teacher. 

The  teacher  should  endeavor  in  every  possible  way,  not  only 
to  ,plan  the  regular  work  according  to  a  fixed  course  of  study 
for  each  grade,  but  she  should  also  endeavor  to  enrich  the  lessons 
given  in  Reading,  History,  Geography,  English  Composition, 
Current  Events  and  Arithmetic  by  bringing  in  supplementary 
information.  A  striking  characteristic  of  the  rural  school  is  the 
monotony  of  its  program  and  consequent  lifelessness  of  the  day’s 
work.-  This  should  be  remedied  in  every  possible  way.  Espe¬ 
cially  because  of  the  few  opportunities  that  rural  children  have 
for  education,  culture  and  other  desirable  opportunities. 

There  is  a  tendency  in  rural  schools  for  work  to  settle  into 
a  slow  and  passive  character  rather  than  to  develop  into  an  alert, 
active  occupation  This  evidences  itself  in  a  low  monotonous 
tone  of  voice  in  reading  and  recitation,  in  slowness  of  response 
to  questions,  and  in  a  lack  of  initiative  and  eagerness  to  respond 
to  questions  involving  self -directed  action.  There  is  a  marked 
tendency  on  the  part  of  children  to  content  themselves  with 
the  study  of  assigned  lessons.  Education  is  not  only  acquisition 
of  facts  and  their  reproduction,  but  it  is  m.ore  largely  the  de¬ 
velopment  of  application  of  knowledge  and  self  activity,  and  a 
constant  effort  must  be  made  by  the  teacher  to  avoid  lifelessness 
and  to  develop  energy  and  positive  characteristics.  Reading 
and  recitations  should  be  characterized  by  clear,  sufficiently 
loud  and  positive  tone  of  voice.  Self  confidence  should  be  de¬ 
veloped  in  every  way.  Often  timies  a  lack  of  confidence  is  evi¬ 
denced  by  recitations  given  in  a  questioning  form  with  t}ie  rising 
inflection  at  the  end  of  sentences,  indicating  an  uncertainty  on 
the  part  of  the  pupil.  This  should  be  corrected  constantly  until 
scholars  form  the  habit  of  reciting  in  a  definite,  positive  manner. 

The  life  of  the  rural  schools  should  be  varied  by  develop¬ 
ing  special  activities  such  as  games  and  sports,  special  assign¬ 
ments  of  recitations,  readings,  reports  on  current  events,  reading 
of  selected  books  by  teacher  and  upper  grade  pupils,  exercises  to 
which  parents  are  invited,  and  the  like.  The  school  should  be 
made  as  much  as  possible  a  center  of  vital  interest  in  the  com¬ 
munity. 


The  Teacher’s  Work 


11 


Constant  efforts  should  be  made  by  superintendents,  teachers 
and  school  directors  to  improve  school  property  by  repairs, 
painting,  cleaning  and  other  needed  work.  A  poor  or  dilapidated 
school  has  a  harmful  and  not  an  educative  effect  upon  the 
children.  It  tends  toward  shiftlessness  and  inefficiency  and 
reacts  upon  the  community.  The  schoolhouse,  grounds  and 
equipment  should  be  positively  a  helpful  influence  and  an  ex¬ 
cellent  model,  and  not  an  establishment  for  which  the  com¬ 
munity  apologizes.  Children  react  to  their  surroundings  and 
unconsciously  estimate  the  character  of  their  town  and  the 
value  of  education  by  the  opportunities  and  advantages  fur¬ 
nished  them. 


/ 

12  Vermont  Course  of  Study 

III.  REGISTERS 

The  school  register  is  the  most  important  record  which  the 
teacher  is  required  to  keep.  It  must,  therefore,  be  kept  ac¬ 
curately  and  should  be  up-to-date  to  insure  the  prompt  settle¬ 
ment  of  the  teacher’s  salary  account. 

Teachers  should  secure  registers  from  the  clerk  of  the  school 
board  or  superintendent  of  schools  before  the  opening  of  the 
term.  With  this  the  school  directors  should  furnish  a  list  of  all 
children  required,  designated  or  entitled  to  attend  the  school. 
This  list  should  be  inserted  on  page  three  of  the  register  by  the 
teacher.  The  teacher  should  expect  to  have  all  the  pupils  listed 
in  attendance  at  her  school  unless  they  have  completed  the  work 
as  required  by  law,  are  in  attendance  elsewhere  or  are  legally 
excused.  She  should  look  up  at  once  all  pupils  who  are  not 
present. 

Upon  receipt  of  the  register  the  teacher  should  study 
“Directions  to  Teachers”  on  inside  of  cover  page  before  making 
any  entries  in  the  body  of  the  register.  If  in  doubt  on  any 
point,  secure  information  from  the  superintendent  of  schools 
before  making  entries.  Follow  the  directions  for  recording 
names  of  boys  and  girls,  their  daily  attendance,  absence,  tardiness 
and  dismissal. 

At  the  close  of  each  term  make  the  summar}^  report  as  re¬ 
quested  on  right  hand  page  of  register  and  fill  in  the  information 
desired  for  “The  Term”  on  first  page  as  well  as  on  next  to  last 
page  of  register.  At  the  close  of  the  third  term  the  teacher  will 
also  make  the  report  “For  the  Year”  on  above  pages.  At  the 
close  of  each  term  the  teacher  should  give  the  information  de¬ 
sired  regarding.  Teachers’  Certification  on  page  two.  The 
teacher  for  the  third  term  should  fill  in  the  necessary  information 
relative  to  school  enrollment  by  ages. 

If  the  above' work  has  been  faithfully  and  accurately  done 
by  each  teacher  there  should  be  no  difficulty  in  making  the  neces¬ 
sary  reports  on  enrollment,  attendance,  certificates,  transporta¬ 
tion  and  board  of  pupils. 

To  insure  promptness  in  receiving  salary  for  the  last  month, 
teachers  should  endeavor  to  have  their  registers  completed. 


Registers 


13 


balanced  and  in  the  hands  of  the  Clerk  of  the  School  Board  the 
day  following  the  closing  of  the  school. 

It  seems  pertinent  to  urge  that  teachers  and  school  officials 
make  use  of  the  many  important  items  in  the  registers  to  in¬ 
terest  the  pupils  and  parents  in  having  100%  enrollment,  regular 
attendance,  tardy  and  dismissal  marks  reduced  to  a  minimum, 
and  to  make  the  school  stand  out  as  one  of  the  most  important 
community  organizations. 


/ 


14 


Vermont  Course  of  Study 


IV.  RURAL  SCHOOL  ORGANIZATION 

In  order  to  do  effective  work  in  the  rural  school,  it  is  neces¬ 
sary  that  the  school  be  well  organized.  Not  only  should  pupils 
be  attempting  w^ork  that  they  are  fitted  by  ability  and  previous 
training  to  do,  but  they  should  be  organized  in  such  a  Vvay  that 
there  may  be  the  smallest  possible  number  of  classes  consistent 
with  the  best  interests  of  the  school.  In  order  to  reduce  the 
classes  to  the  minimum  necessary  number,  a  plan  of  alternation 
should  be  worked  out  whereby  the  w^ork  by  grades  as  well  as  by 
‘subjects  may  be  alternated.  It  is  fully  realized  that  such  a  plan 
'will  not  remedy  all  the  defects  inherent  in  an  overcrowded  school 
“Curriculum.  However,  it  has  been  proven  beyond  a  doubt,  that 
some  such  plan  as  here  outlined  will  produce  satisfactory  results 
if  the  necessary  thought  and  attention  is  given  to  putting  it  into 
■  operation  as  well  as  in  administering  it  over  a  period  of  years. 
That  such  may  work  to  the  best  advantage  it  should  be  adopted 
by  several  superintendents  having  adjacent  supervision,  districts 
or  better  by  all  superintendents.  It  is  distinctly  a  task  for 
superintendents  to  work  out  with  teachers,  and  to  supervise 
carefully  and  continually. 

By  a  system  of  alternation  of  subjects  by  years,  and  alter¬ 
nation  of  grades,  the  number  of  daily  recitations  in  a  one-room 
school  is  decreased  materially.  This  gives  more  time  each  da}^ 
Tfor  recitations  in  subjects  taught  and  consequently  tends  tow'ard 
^more  efficient  work.  Even  then  the  length  of  the  recitation 
iperiod  is  too  short  for  most  classes,  with  but  a  six-hour  school  day 
^at  the  disposal  of  the  teacher.  Since  an  attempt  to  hear  all 
classes  each  day  in  the  six  or  eight  grades  found  in  most  rural 
schools  must  mean  but  little  time  for  an}^  one  class,  or  else 
robbing  time  from  one  recitation  to  make  up  on  another,  a 
plan  that  will  obviate  some  of  the  difficulty  involved  is  desirable, 
provided  greater  difficulties  than  those  eliminated  are  not  in¬ 
volved  in  the  new  plan.  It  often  happens  that  classes  in  countiy^ 
schools  are  too  small  to  maintain  the  proper  degree  of  interest 
and  to  get  work  of  the  right  type  done.  The  plan  of  alternation 


Rural  School  Organization 


15 


increases  the  number  in  the  class  and  thereby  makes  the  work 
more  interesting.  It  stimulates  younger  pupils  to  keep  up 
with  the  brighter  pupils. 

Alternation  has  been  thoroughly  tested  in  many  one-room 
schools  in  Vermont  and  has  been  found  more  usable  than  any 
other  plan  yet  devised.  The  success  of  the  plan  seems  to  war¬ 
rant  its  continuation  as  well  as  its  extension.  The  extent  to 
which  alternation  should  be  carried  in  any  school  depends  upon 
the  size  of  the  school  and  classes.  No  combining  of  classes 
is  recommended  in  cases  where  classes  would  contain  more  than 
fifteen  pupils.  Combination  of  classes  more  than  one  grade 
apart  is  not  advisable.  If  the  school  is  small  and  the  classes 
when  combined  do  not  exceed  five  or  six  pupils  alternation  can 
well  be  used  to  decrease  the  number  of  classes.  When  one  of 
two  grades  that  would  be  combined  is  missing,  the  course  of 
study  should  be  followed  in  regular  order. 

Seventh  and  eighth  grade  work  can  be  alternated  in  every¬ 
thing  except  arithmetic  and  language;  third  and  fourth  grade 
work  can  be  alternated  in  everything  except  arithmetic;  and 
first  and  second  grade  work  can  be  alternated  in  language  and 
nature  study.  To  further  lengthen  the  time  allotment  for  some 
classes,  it  is  recommended  that  certain  subjects  alternate  with 
other  subjects  during  the  week.  This  plan  is  carried  out  in 
some  schools  by  having  one  subject  of  a  grade  two  days  a  week 
while  another  subject  of  same  grade  three  days  a  week.  Some 
prefer  to  alternate  subjects  by  intensive  study  for  some  months, 
until  the  allotted  work  has  been  accomplished,  then  to  devote  the 
required  time  for  the  completion  of  another  subject  of  the  grade. 
Music,  penmanship,  drawing,  physical  training  and  some  other 
school  exercises  may  be  conducted  by  groups  rather  than  by 
grades.  By  carefully  and  systematically  carrying  out  the  above 
plan  to  its  completion,  it  is  possible  for  the  teacher  to  do  the 
maximum  amount  of  work  in  the  minimum  of  time.  The  pupil 
ultimately  profits  therefrom  because  of  this  increase  in  efficiency 
of  organization. 

In  brief  form  the  alternation  plan  works  out  as  follows, — 
pupil  who  starts  school  in  September,  1922,  and  advances  a 
grade  each  year  will  take  the  work  of  the  State  Course  of  Study 


Vermo.nt  Course  of  Study 


'-in'the'iR^gt.ilar  order,  doing  t^ie  work  as  outlined  for  that  grade 
^•'each  year-.  In  other  words',-  those  pupils  starting  school  in 
•'  September  ^of  even  number  years,,  will  take  the  work  in  exactly 
the  same' order  it  occurs  in  the  course,  if  they  are  annually  pro- 
*  moted. 

'  A  pupil  who  starts  school  work  in  September,  1921,  will 
•take  the  work  of  the  course  in  the  following  order:  1921-22,  First 
'Grade,  except  in  language  and  nature  study,  and  Second  Grade 
work  in  these;  1922-23,  Second  Grade,  except  in  language  and 
nature  study  and  First  Grade  work  in  these p  1923-24,  Third 
Grade  w^ork  in  arithmetic,  and  Fourth  Grade  in  other  subjects; 
1924-25,  Fourth  Grade  work  in  arithmetic,  and  Third  Grade  in 
other 'subjects;  1925-26,  Fifth  Grade  work  in  arithmetic  and 
language,  and  Sixth  Grade  in  other  subjects;  1926-27,  Sixth 
Grade  work  in' arithmetic  and  language,  and  Fifth  Grade  in 
other  subject's;  1927-28,  Seventh  Grade  work  in  arithmetic  and 
language;  'and  Eighth  Grade  in  other  subjects;  1928-29,  Eighth 
Grade  Work  in  arithmetic  and  language,  and  Seventh  Grade  in 
'Other  subjects. 

Pupils  who  start  school  in  September,  1921,  1923,  1925,  etc. 
''will  take  the  work  in  the  same  order.  The  following  will  be  of 
=  . assistance  to  those  organizing  their  work  on  the  plan,  of  alterna¬ 
tion  described  above. 

Organize  in''  even  numbered  years : — 

"  First  *  grade,  all  subjects. 

'  Second  grade,  reading,  spelling,  number. 

'  Third  grade,  all  subjects. 

Fourth  grade,  arithmetic. 

Fifth  grade,  all  subjects. 

‘  Sixth  grade,  arithmetic  and  language. 

"Seventh  grade,  all  subjects. 

Eighth  grade,  arithmetic  and  language. 

■Omit  in  even  numbered  years : — 

Second  grade,  language  and  nature  study. 

Fourth  grade,  all  subjects  except  aritlimetic. 

Sixth  grade,  all  subjects  except  arithmetic  and  language-. 

Eighth  grade,  all  subjects  except  arithmetic  and  language  ► 


Rural  School  Organization 


J7 


* 


Organize  in  odd  numbered  years: — 

First  grade,  reading,  spelling  and  number. 

Second  grade,  in  all  subjects. 

Third  grade,  in  arithmetic. 

Fourth  grade,  in  all  subjects. 

Fifth  grade,  arithm*etic  and  language. 

Sixth  grade,  in  all  subjects. 

Seventh  grade,  in  grammar  and  arithmetic. 

Eighth  grade,  in  all  subjects. 

,Omit  in  odd  numbered  years: — 

First  grade,  language  and  nature  study. 

•Third  grade  subjects  except  arithmetic. 

Fifth  grade,  all  subjects  except  arithmetic  and  language. 
•Seventh  grade,  all  subjects  except  arithmetic  and  language. 


# 


N 


V 


SUGGESTIVE  DAILY  PROGRAM  OF  RECITATION  AND  STUDY  FOR  ONE.ROOM  SCHOOLS. 


18 


Vermont  Course  of  Study 


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Rural  School  Organization 


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grammar.  Repeat  the  process. 


22 


Vermont  Course  of  Study 


V.  RURAL  SCHOOL  PROGRAM 

The  accompanying  programs,  which  are  suggestive  only,  ar- 
worked  out  for  a  one-room  rural  school  in  which  the  plan  of  all 
ternation  just  described  is  carried  out.  These  may  be  adapted 
to  your  school.  In  these  programs  recognition  is  given  to  the 
importance  of  a  study  period  at  which  time  pupils  are  expected 
to  work  upon  a  definite  assignment.  This  important  phase  of 
the  school  work  is  often  overlooked,  as  a  result  of  which  the  work 
is  poorly  prepared  and  the  teacher  spends  needless  energy  en¬ 
deavoring  to  secure  impossible  results  from  the  pupils.  If  the 
pupil  has  spent  the  amount  of  time  alloted  for  study  and  yet  has 
not  properly  prepared  his  lesson,  the  teacher  may  come  to  the 
conclusion  that  the  lesson  was  too  long  or  not  well  presented. 
In  either  case  the  teacher  should  endeavor  to  find  the  cause  and 
apply  the  remedy.  The  plan  of  having  study  periods  follow 
recitation  periods  is  carried  out  very  satisfactorily  in  many  school 
system.s  and  would  seem  to  warrant  the  extension  of  the  plan 
indicated  for  the  upper  grades  in  the  programs  following.  Re¬ 
citation  periods  may  be  divided  as  follows:  (1)  Review  and 
testing  of  former  work,  (2)  presentation  of  new  work,  (3)  written 
work  or  study  based  on  assignment. 

In  case  your  school  does  not  have  all  the  grades  and  classes 
here  designated,  lengthen  the  recitation  periods  of  some  of  the 
classes  or  devote  time  to  individual  assistance. 

Some  subjects  may  need  but  one,  two  or  three  periods  per 
week,  and  it  is  therefore  possible  with  this  program  to  make 
changes  to  meet  special  needs. 

The  following  table  gives  a  suggestive  division  of  time  for 
the  activities  in  the  grades.  This  table  was  made  out  for  a 
school  week  of  five  days,  six  hours  each.  The  assignment  of 
time  includes  that  for  study  and  recitation.  An  earnest  effort 
should  be  made  to  make  an  economical  use  of  this  time  as  the 
Course  of  Study  has  been  planned  to  use  this  time  in  securing 
satisfactory  results  from  an  average  school.  Unassigned  time 
should  be  given  to  grades  or  classes  requiring  special  attention. 


Rural  School  Programs 


23 


The  exact  division  of  time  as  indicated  may  not  be  possible 
in  all  cases,  and  may  in  special  instances  be  changed  to  ad¬ 
vantage,  but  it  should  be  approximated  as  closely  as  possible. 
Changes  should  be  made  only  with  the  prior  knowledge  and  ap¬ 
proval  of  the  superintendent. 


24 


Vermont  Course  of  Study 


VI.  RURAL  SCHOOL  PROJECT  WORK 

Many  opportunities  exist  for  the  rural  teacher  to  enrich  the 
course  of  study  and  the  work  of  the  school  by  utilizing  her  en¬ 
vironment,  and  by  linking  up  the  routine  subjects  with  live, 
practical  projects  adapted  to  groups  of  pupils  working  together. 

From  every  point  of  view  a  long  period  is  desirable.  The 
program  providing  for  this  and  recognizing  that  children  are 
capable  of  doing  very  valuable  work  without  the  direct  super¬ 
vision  of  the  teacher  seems  impossible  unless  fewer  than  eight 
groups  of  children  have  to  be  provided  for.  It  has  been  found 
ver\^  convenient  to  divide  the  eight  grades  into  three  groups — 
one  to  three,  four  to  six,  and  seven  and  eight.  There  is  good 
reason  for  this  grouping.  This  means  that  the  grades  in  any 
one  group  are  doing  the  same  kind  of  work  at  one  time,  but  does 
not  mean  they  are  all  doing  the  same  grade  of  work.  When 
information  is  being  given  or  the  children  are  giving  expression 
to  their  thoughts  there  is  no  reason  why  three  grades  should  not 
be  together  in  one  class,  giving  and  taking  within  the  span  of 
three  grades.  These  pupils  have  about  the  same  interests  and 
so  can  listen  to  each  other  with  profit.  Where  ability  is  the  de¬ 
termining  element  the  child’s  environment  furnishes  these 
interests  and  abilities  with  material  with  which  to  work. 

Therefore  when  we  plan  a  rural  school  program  of  studies 
for  Vermont  children  we  must  count  on  the  projects  arising  from 
the  children’s  interest  in  their  local  surroundings.  These  in¬ 
terests  may  be  divided  into  four  groups — those  from  the  school 
life,  those  from  the  local  community  life — (the people,  institutions, 
and  industries)  those  from  the  natural  or  physical  environment, 
and  those  that  arise  from  our  relations  to  the  larger  human 
family  of  whom  we  learn  through  books,  literature,  history  and 
art. 

The  different  projects  vary  with  the  seasons  and  with  the 
events  of  the  year.  They  should  be  taken  up  when  they  na¬ 
turally  are  uppermost  in  the  mind. 

A  list  of  projects  that  will  naturally  arise  in  most  rural 


Rural  School  Project  Work 


25 


schools  from  the  needs  of  school  life,  the  stimulation  of  the 
community  life,  the  interest  in  nature  and  the  desire  for  wider 
knowledge  of  people  and  places  is  given  here.  Even  a  casual 
looking  over  will  suggest  the  probability  that  the  usual  school 
subjects  will  be  included  in  the  studies  they  necessitate. 

School  Life: 

For  grades  1,  2  and  3. 

September  and  October. 

1.  Conduct  in  school — (use  of  drinking  fountain,  clean  hands, 

care  of  books,  care  of  clothes,  care  of  school  belongings, 
use  of  toilets  and  outbuildings,  care  of  yard,  conduct 
in  yard,  conduct  during  lunch  hour). 

2.  Cooperation  in  carrying  a  class  project. 

3.  Learning  to  play  games. 

4.  Learning  to  read  from  blackboards,  directions  and  notices. 
Community  Life  {social): 

1.  Farming  and  home  keeping  as  carried  on  in  the  district. 

2.  How  products  are  sold. 

3.  Store. 

Local  Natural  Environment: 

1.  Weather,  flowers,  insects,  leaves,  characteristics  of  the 

season. 

2.  Hills  and  valleys. 

Larger  Human  Family: 

1.  Where  our  food  or  clothing  comes  from. 

2.  The  people  who  produce  it.  / 

Grades  1,  2  and  3. 

November  and  December: 

1.  Health  habits  for  individuals  (sitting  position,  standing 

position,  eating,  sleeping,  keeping  clean,  use  of  toilets, 
avoiding  colds.) 

2.  Giving  pleasure  at  Christmas. 


I 


26 


Vermont  Course  of  Study 


Community  Life — (Social): 

1.  Home  of  primitive  type  (India). 

2.  Thanksgiving  festival. 

3.  Christmas  festival. 

Natural  Environment: 

1 .  Rocks. 

2 .  Change  of  season . 

Larger  Human  Family: 

1.  Story  of  earlier  Thanksgivings. 

2.  Children  of  other  lands. 

3.  What  Christmas  means  in  other  countries. 

January  and  February. 

School  Life: 

1 .  Reading  to  be  used  in  school  work. 

2.  Writing  to  be  used  in  school  work. 

3.  Helping  in  decorating  or  improving  interior  of  school  house. 

4.  Helping  in  care  of  the  library. 

Community  Life  (social): 

1 .  Lumbering. 

2.  Care  of  farm  animals  in  the  winter. 

3.  Store. 

Local  Natural  Environment: 

1.  Stars. 

2.  Snow. 

3.  Short  days. 

Larger  Human  Family: 

1.  Land  of  Midnight  Sun. 

2.  Eskimos. 

3.  Literature. 

February  and  March. 

1.  Taking  part  in  the  organization  of  the  school. 

2.  Speaking  in  the  meeting,  reports,  story  telling,  etc. 


\ 


Rural  School  Project  Work 

Community  Life  {social): 

1.  Spending  money,  saving  money. 

2.  Using  and  saving  time. 

3.  Helping  in  patriotic  celebration. 

Local  Natural  Environment: 

1.  What  they  make  out  of  wood. 

2 .  B  ir ds  and  animals . 

Larger  Human  Family: 

1.  Stories  from  United  States  history  (early  period). 

April,  May  and  June. 

School  Life: 

1.  Managing  of  some  project  started  by  the  class. 

2.  Reports  of  work  done  outside  of  school  by  class. 

Community  Life:  ^ 

1.  Garden. 

2.  Memorial  Day  celebration. 

Natural  Environment: 

1.  River  and  its  tributaries. 

2.  Buds,  blossoms  and  leaves  on  trees. 

3.  Birds,  frogs,  insects. 

Larger  Human  Family: 

1.  American  history  stories. 

2.  Travel  in  other  parts  of  the  world. 

3.  Celebration  of  Memorial  Day. 

Grade  IV,  V  and  VI. 

September  and  October. 

School  Life: 

1.  Care  of  schoolroom,  outbuildings,  yard. 

2.  Organization  to  effect  this. 


27 


28 


Vermont  Course  of  Study 


Community  Life  {Social  and  economic): 

1.  How  crops  are  harvested. 

2.  “  “  “  cared  for. 

3.  “  “  “  sold. 

4  Exchange  of  products  with  other  communities. 

Local  Natural  Environment: 

1.  Weather. 

2.  Home  geography. 

Larger  Human  Family: 

1.  Other  part  of  New  England  with  which  we  exchange  prod¬ 

ucts. 

2.  United  States,  parts  from  which  we  receive  products.' 

November  and  December. 

I.  School  Life.  ^ 

1.  Individual  health  habits  (Health  Crusader). 

2.  Giving  pleasure  at  Christmas. 

Community  Life. 

1.  Local  history. 

2.  Its  relation  to  colonial  and  later  U.  S.  history. 

3.  Thanksgiving  festival. 

4.  Christmas  festival. 

Local  N atural  Environment: 

1.  Rocks. 

2.  Change  of  seasons,  clim^ate. 

3.  Other  climate  regions. 

Larger  Human  Family: 

1.  Early  history  of  the  U.  S. 

2.  People  of  other  countries. 

January. 

School  Life: 

1 .  Decoration  of  the  interior  of  the  school. 

2.  Care  of  library. 


Rural  School  Project  Work 


29 


Community  Life: 

1.  Lumbering. 

2.  Industries  growing  out  of  lumbering. 

Local  Natural  Environment: 

1.  Sky. 

2.  Use  of  woods  and  care  of  forest. 

Larger  Human  Family: 

1.  Literature. 

2.  People  of  other  Countries  (continued). 

February  and  March. 

School  Life: 

1.  Organization  of  schooLfor  civic  purposes. 

2.  Meetings. 

3.  Committee  work. 

4.  Reports. 

Community  Life: 

1.  Thrift,  care  of  clothes. 

2.  Accounts. 

3.  Patriotic  celebration. 

4.  Machinery  using  in  sugaring. 

5.  Business  involved  in  sugaring. 

Natural  Environment: 

1.  Machines,  milking,  sawmills,  grist  mills. 

2.  Quarrying. 

Larger  Human  Family: 

1.  History  of  U.  S.  from^Revolutionary  War  on. 

2.  Current  Events. 

April,  May  and  June. 

School  Life: 

1.  Bird  club. 

2.  Garden  club. 

3.  Note  books,  reports. 


30 


Vermont  Course  of  Study 


Community  Life: 

1.  Hot  bed  or  other  garden  project. 

2.  Animal  raising  project. 

Local  Natural  Environment: 

1.  Sap,  buds. 

2.  Plant  life.  •, 

3.  Birds. 

Larger  Human  Family:  ' 

1.  Continue  history  and  geography  of  U.  S.  to  present. 

2.  Relation  to  other  countries  in  trade,  etc. 

3.  Literature  of  other  countries. 

Grades  7  an1  8. 

September  and  October: 

School  Life: 

1.  Organization  of  school  for  care  of  buildings,  grounds, 

outbuildings,  etc. 

2.  Knowledge  of  health  and  efficiency  rules. 

3.  Noon  lunch. 

Community  Life. 

1.  Survey  of  district. 

2 .  Market  for  crops . 

3.  What  community  needs. 

4.  Relation  to  other  communities. 

Local  Natural  Environment: 

1.  Geography  and  geology  of  district. 

Larger  Human  Family: 

1.  Commercial  Geography. 

November  and  December. 

School  Life. 

1.  Health  Habits  in  care  of^younger  children. 

2.  Sanitation  of  school. 


Rural  School  Project  Work 


31 


Community  Life: 

1.  Home  decorations,  management,  sanitation. 

2.  Thanksgiving  festival. 

3.  Christmas  festival. 

Local  Natural  Environment: 

1.  Climate  (world). 

2.  Effect  of  climate  and  surface  on  life  of  man. 

Larger  Human  Family: 

1.  History  and  geography  of  U.  S.  with  relation  to  present 
problems  (economic  and  industrial). 


January. 

School  Life: 

1.  Decoration  of  school  interior. 

2.  Caring  for  librar>^ 

# 

Community  Life: 

1.  Buildings,  home,  barn,  school,  public  buildings. 

Natural  Environment: 

1.  Forestry. 

2.  Building  materials. 

3.  Sky. 

Larger  Human  Family: 

1.  Literature. 

February  and  March. 

School  Life: 

1.  Organization  for  civic  purpose.  (Jr.  Red  CroF.<^) 

2.  Meetings. 

Community  Life: 

1.  Accounts — personal,  home,  farm. 

2.  Thrift  (national). 

3.  Patriotic  celebration. 


32 


Vermont  Course  of  Study 


Natural  Environment: 

1.  Machines. 

2.  Care  of  animals  on  farm  in  winter. 

Larger  Human  Family: 

1.  United  States  history  and  geography. 

April,  May  and  June. 

School  Life: 

1 .  Projects  at  school  and  at  home. 

2.  Reports,  plans,  etc. 

Community  Life: 

1.  Studies  needed  in  agricultural  project. 

Local  Natural  Environment: 

1.  Soil. 

2.  Insects. 

3.  Birds. 

« 

L^arger  Human  Family: 

1.  U.  S.  geography  and  history  related  to  other  countries. 

2.  Literature. 

An  example  of  the  working  of  this  plan  in  detail  for  the 
months  of  September  and  October  follows.  One  project  from 
each  of  the  four  groups  is  used  for  each  grade  at  the  same  time 
giving  the  same  balanced  training  that  was  given  by  presenting 
all  the  school  subjects  as  such. 

The  problems  that  have  to  be  solved  in  working  out  the  pro¬ 
jects  make  it  necessary  to  study  all  the  subjects  usually  found  in 
school,  and  because  there  is  a  purpose  in  the  mind  of  the  pupil 
who  goes  to  the  subject  for  facts,  the  subjects  are  covered  in  much 
more  thorough  fashion  than  in  the  case  when  projects  are  not 
used.  Moreover,  there  is  constant  review  because  the  same  sub¬ 
ject  matter  is  needed  for  the  solution  of  various  problems.  The 
significance  of  a  set  of  facts  is  seen  from  different  angles  and 
therefore  they  are  much  more  likely  to  be  remembered  and  to 
be  used  for  practical  purposes. 


Rural  School  Project  Work 


33 


Sample  Projects  for  First  Three  Grades. 

September  and  October. 

I.  Learning  to  live  together  and  care  for  school  buildings: 

1.  Conversations  about  how  to  manage  (English — oral). 

2.  How  individual  is  related  to  group — rules  about  privi¬ 

leges  of  individuals,  rights  of  group  (Civics — English 
sentence) . 

3.  Conversations  about  need  of  health  rules  (English). 

4.  Reasons  for  a.  care  in  use  of  drinking  fountain  or  cup. 

b.  clean  hands. 

c.  care  of  books. 

d.  care  of  clothes. 

e.  use  of  toilets  (Hygiene). 

5.  Making  and  posting  rules  (Grades  II  and  III). 

Reading  of  rules  (Reading). 

6.  Conversations  about  conduct  in  class,  in  yard,  at  noon 

(English  VII,  civics — cooperation) 

7.  Committee  work  to  keep  room,  belongings  and  yard  in 

order  (Civics). 

8.  Records  of  attendance,  of  tardiness,  of  books  and  pen¬ 

cils  and  papers  (Nmnber  work,  writing,  spelling). 

II.  Farming  (A  community  industry): 

1.  Conversation,  stories,  explanations,  reports  of  work  on 

farm  (English — oral). 

2.  Facts  about  how  farming  is  done  in  this  region. 

(Industrial  art,  social  studies,  geography  and  history). 

3.  How  animals  are  cared  for  and  fed  (Elementary  science 

or  geography). 

4.  '  What  tools  are  used  in  farming  (Elementary  science). 

5.  Products  of  farming  (Geography). 

6.  Representation  of  facts  by  sand  table,  dramatization, 

play,  stories — oral,  written  and  illustrated,  (Indus¬ 
trial  art,  construction,  oral  English,  written  English, 
reading,  spelling  and  writing,  arithmetic — measuring, 
linear,  dry  and  liquid.) 

7.  Reading  of  stories  and  poems  about  farm  life — Peter 

and  Polly  books.  Overall  Boys  and  Sunbonnet  Babies, 


34 


Vermont  Course  of  Study 


Grades  II  and  III.  Sentence  stories  on  board  for 
Grade  I.  Poems  and  stories  (literature)  read  by 
Grade  III  and  teacher. 

8.  Learning  to  write,  to  spell,  to  express  in  written  sen¬ 
tences. 

III.  Characteristics  of  Autumn: 

1.  Observations  of  flowers,  insects,  leaves,  weather. 

(Nature  study  and  geography). 

2.  Names  of  months  and  seasons  (Spelling,  reading). 

3.  Stories,  statement  of  facts  (English,  nature  study). 

4.  Collections  of  specimens,  drawings,  labelling  and 

written  statements  (Nature  study,  spelling,  English, 
drawing) . 

IV.  Morning  Exercises. 

1.  Appreciation  of  natural  beauty — conversation,  singing 

— poems  and  other  literature  (English,  oral  expression, 
literature,  music). 

2.  School  spirit — conversation,  talks,  reports,  singing 

(English  composition,  music.) 

3.  Patriotic  spirit — program — literature — singing  (English 

literature,  music). 

V.  Appreciation  of  beauty  of  landscape. 

1.  Talks,  appreciation  of  literature  in  poems  and  songs 

(English  literature,  music). 

2.  Giving  poems  and  songs  in  morning  exercises  (English 

literature  and  music) . 

3.  Original  expression  of  appreciation  of  local  beauty  in 

stories,  compositions  and  verse. 

4.  Drawing  and  painting — (Art,  drawing,  colors). 

Sample  Projects  for  Jfth,  5th  and  6th  grades. 

September  and  October. 

I.  Care  of  buildings  and  grounds: 

1.  Organization  for  doing  work  (Civics  and  English). 


Rural  School  Project  Work 


35 


2.  Reasons  why  sanitation  and  rules  of  health  must  be 

looked  out  for — as  dust,  flies,  toilets,  towels,  drinking 
fountains,  cleanliness  (Hygiene). 

3.  Facts  about  breathing,  germ  diseases  (Physiology). 

4.  Statement  and  posting  of  rules  (English,  spelling). 

5.  Planning  for  care  of  articles  (lettering)  in  the  building. 

6.  Committee  work  (Civics). 

7.  Records  and  reports  (English  and  arithmetic). 

8.  Construction  of  articles  needed  (Arithmetic,  construc¬ 

tion)  . 

II.  Study  of  Local  Region  {community). 

1.  How  physical  features  have  determined  the  character 

of  the  community  (Geography  and  early  history). 

2.  Natural  resources  (Geography,  elementary  science). 

3.  Reading  in  geography  books  (Geography,  reading). 

4.  Products  of  region  (Home  geography,  spelling). 

5.  Prices  of  products — buying  and  selling  (Arithmetic, 
^  review  and  practice,  addition,  subtraction,  multi¬ 
plication,  division). 

6.  Reports,  descriptions,  talks,  letters,  exhibits  (Oral 

English,  written  composition,  spelling,  IV,  sentence 
structure,  V,  VI,  paragraphs,  writing,  lettering). 

7.  Making  maps,  posters  and  models  (Art,  handwork, 

drawing) . 

8.  How  products  are  measured  and  sold  (Arithmetic, 

farmers’  accounts  and  store  accounts). 

III.  Study  of  Natural  Environment. 

1.  Physical  geography  of  home  region  (Geography  study). 

2.  Composition,  descriptions,  reports,  explanations,  draw¬ 

ings,  maps  (English,  spelling,  compositions,  capi¬ 
talization,  punctuation,  lettering,  drawing). 

3.  Studying  from  references  (study). 

IV.  Exchange  of  Products  with  other  parts  of  New  England  and 

V.  S.: 

1.  Reading  from  books  on  geography,  travel  and  industries. 
(Geography,  reading). 


36 


Vermont  Course  of  Study 


2.  Reports,  recitations,  explanations  (English,  geography). 

3.  Industries  dependent  on  man’s  needs.  Products  and 

their  uses  (Geography). 

4.  Interdependence  of  people  in  different  regions  (Civics, 

geography). 

5.  Geography  of  New  England  States  (IV). 

6.  “  “  ^  parts  of  U.  S.  (V,  VI). 

7.  Notebooks,  exhibits,  maps,  etc.,  showing  results  of 

study  (Written  English,  spelling,  writing,  lettering, 
map  making) . 

I.  Seasonal  Surroundings . 

1.  Weather  observations  (Elementary  science,  reading). 

,  2.  Diary,  records  or  journals  (written  English,  spelling, 

writing,  study,  arithmetic,  lettering. 

3.  Making  graphs. 

4.  Observations  of  seeds,  trees,  insects,  etc.  (Science). 

5.  Records  (English). 

6.  Facts,  (Science,  drawing,  English). 

V.  Harvest  Festival. 

1.  Stories  of  folk  festivals  at  harvest  (History). 

2.  Planning  celebration  (English). 

3.  Studying  and  carrying  out  plans  (Reading,  literature 

handwork). 

4.  Harvest  and  nature  and  music. 

5.  Costumes  and  backgrounds  (Art). 

Sample  Projects  for  Seventh  and  Eighth  Grades. 

September  and  October. 

I.  Planning  for  the  Noon  Lunch  Hour: 

1.  Value  of  hot  lunch. 

a.  Slow  eating,  clean  hands,  careful  serving  (Hygiene) 

2.  Digestion  of  foods,  value  of  foods,  best  foods  for 

children,  (Physiology,  home  economics). 

3.  Study  of  starch  foods  and  their  cooking  (Home  eco¬ 

nomics)  . 


Rural  School  Project  Work 


37 


Find  average  cost  of  a  lunch  for  each  child  per  day.  Total 
amount  of  money  needed  to  furnish  lunches  for  a  term,  a  year. 
(Arithmetic  review  of  fundamental  processes  including  use  of 
decimals  and  fractions). 

5.  Forming  a  company  to  handl^ money,  election  of  officers, 
meetings  of  officers,  records.  (Arithmetic,  business 
practice,  civics,  Americanization,  English). 

6.  Means  of  raising  money  decided  on  and  carried  out, 
probably  followed  by  talks  and  advertising  for  loans. 
(Arithmetic,  interest,  percentage,  English). 

7.  Keeping  records  and  accounts  (Arithmetic,  business 
English) . 

8.  Organizing  for  management  of  noon  hour  activities, 
preparing  table,  serving,  conduct  at  tables,  cleaning 
up,  playground,  (Civics). 

9.  Learning  how  to  cook  and  serve  the  food  (Home  econo¬ 
mics  and  cooking.) 

II.  Marketing  the  Crops  of  the  District. 

1.  Observation  of  facts  about  crops  and  products  in  the 
district — reports  of  studies — community  life — (Geo¬ 
graphy,  English). 

2.  Survey  of  district  to  get  facts.  (English). 

3.  Lecture,  exhibit  of  illustrated  notebooks  showing  re¬ 
sults.  Charts  and  maps.  (English,  local  geography). 

4.  Study  of  cities  where  our  products  are  marketed. 
’(Geography,  community  civics). 

5.  Articles  or  talks  on  advantages  of  living  in  the  district. 

(English,  geography,  civics). 

6.  Natural  and  industrial  resources  of  city  localities  studied. 
Comparison  of  resources  in  other  places.  (Geography). 

7.  Prices  of  marketable  crops.  Amounts  marketed  by 
individuals — by  whole  district.  How  a  farmer  knows  for 
what  price  he  can  afford  to  sell  his  products.  Cost  of 
producing,  wages,  taxes,  etc.,  transportation,  (Arith¬ 
metic). 

8.  Methods  of  buying  and  selling  farm  products.  How 


38 


Vermont  Course  of  Study 


city  prices  are  regulated,  commission  merchants  and 
middlemen.  (Business  arithmetic). 

9.  Farm  management  and  business,  keeping  records  of 
transactions.  (Business  English  and  business  arith¬ 
metic,  bookkeeping,  accounts). 

10.  Future  possibilities  of  developing  farming  in  the  district 
(Geography  and  community  civics). 

11.  History  of  exchange,  interdependence  of  country  and 
city  (Community  civics,  geography). 

12.  History  of  agriculture  (History). 

III.  Geography  and  Geology  of  District. 

Native  plants  and  animals: 

1.  Observations  and  collections  of  different  kinds  of  rocks, 
plants,  insects.  (Nature  study  and  general  science). 

2.  Collections  of  rocks,  plants,  classified  and  labelled. 
Maps  of  land  formation.  Drawings  of  trees  and  in¬ 
sects.  (General  science,  drawing,  lettering,  spelling). 

3.  '  Reports,  descriptions,  and  exhibits  of  all  observa¬ 

tions  in  order  to  make  permanent  museiun  of  natural 
phenomena  in  the  district.  (English). 

4.  Preparing  materials  and  places  for  collections  and  ex¬ 
hibits  (Manual  arts). 

Hardest  festival — same  as  for  Grades  4-6. 


5. 


TIME  ALLOTMENT  FOR  GRADES  1-8 


Rural  School  Project  Work 


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***In  first  three  grades  early  dismissals  will  use  up  this  time.  In  upper  grades  assign  time  as  needed. 


40 


Vermont  Course  of  Study 


VII.  ENGLISH 

English  is  the  most  important  and  the  broadest  division  of 
the  intellectual  work  of  the  schools,  both  for  its  utility  and  neces¬ 
sity,  and  for  educative  and  cultural  value. 

The  general  aims  of  teaching  are  to  train  the  individual  to 
express  his  thoughts  clearly  and  forcefully  both  in  speaking  and 
writing;  to  understand  and  appreciate  the  thoughts  of  others; 
to  give  him  the  power  through  silent  reading  to  get  the  thought 
from  the  printed  page  and  through  oral  reading  to  give  the 
thought  to  others;  to  create  a  love  for  good  literature;  to  broaden 
and  to  deepen  his  emotional  and  intellectual  experience  and 
through  seeing  the  beautiful  in  our  language  to  lead  him  to  a 
high  type  of  citizenship. 

Under  the  general  head  of  English  are  to  be  included  the 
sub-divisions : — 

-  I.  Reading  and  Literature. 

II.  English  Language  and  Grammar. 

III.  Spelling. 

Each  of  these  divisions  is  treated  in  a  separate  section  of  this 
course  of  study  for  the  purpose  of  clearness  and  system,  but  it 
must  constantly  be  borne  in  mind  that  they  are  closely  inter¬ 
related,  and  merge  one  into  the  other. 

Oral  language  work  should  be  required  in  all  grades  as  a 
separate  and  distinct  training.  The  child  who  is  to  write  well 
must  first  be  taught  to  talk  well.  Utilize  other  school  subjects 
to  develop  power  in  oral  composition.  To  correct  a  mistake  in 
English  is  just  as  important  as  to  correct  a  mistake  in  arithmetic. 

The  literature  selections  aim  to  make  the  child  acquainted 
with  the  best  English  poetr}^  and  prose  that  is  adapted  to  his 
powers  of  understanding  and  enjoyment. 

The  work  is  made  more  interesting  and  instructive  by  the 
study  each  year  of  the  life  of  somie  of  the  authors. 

Aside  from  the  general  purposes,  which  must  never  be  lost 
sight  of,  the  teacher  has  definite  aims  for  the  teaching  of  each 
branch  of  English. 


English 


41 


The  definite  aims  and  types  of  material  contained  in  this 
course  have  been  collected  from  Vermont  teachers.  They  are 
intended  to  be  suggestive  rather  than  compulsory,  as  each  school 
represents  a  different  problem  which  must  be  met  according  to 
the  judgment  of  the  teacher. 

One  warning,  however,  cannot  be  over-emphasized.  The 
joy,  the  profit  and  the  fundamental  ends  to  be  attained  in  read¬ 
ing,  literature  and  composition  (see  Course  in  Literature  es¬ 
pecially)  must  not  be  spoiled  nor  lessened  by  excessive  or  con¬ 
stant  introduction  of  technical  or  analytical  study  (phonics, 
technical  grammar  and  analysis,  spelling  and  formal  rhetoric). 
While  the  details  of  vocabulary  study,  dictionary  work,  grammar 
and  the  like  must  be  mastered  in  due  time,  they  must  not  usurp 
their  place;  they  must  be  subordinated  to  the  real  and  higher 
aims, — the  intelligent  understanding,  appreciation  and  use  of 
English  for  information,  instruction,  expression  of  ideas  and 
emotions,  and  persuasion. 

VII-1.  READING 

GENERAL  STATEMENT 

Reading,  a  complex  process  involving  association,  interpre¬ 
tation,  and  feeling,  has  for  its  general  motives  the  gaining  of 
pleasure,  information  and  news.  If  the  reading  is  oral,  there  is  add¬ 
ed  to  the  process  the  imparting  of  thought  and  feeling  to  others. 
Aims  in  T eaching. 

(1)  To  show  the  child  the  way  of  reading,  which  is  the  per¬ 

ception  of  thought  units  and  their  significance. 

(2)  To  direct  the  child’s  taste  so  that  he  will  form  a  love  for 

reading. 

(3)  To  train  the  child  how  to  study.  . 

(4)  To  train  the  ear,  eye  and  voice. 

(5)  To  give  training  in  clear  cut  speech. 

(6)  To  develop  speed,  accuracy  and  complete  understanding 

in  silent  reading. 

(7)  To  acquaint  the  pupil  with  mechanical  aids  to  vocal  ex¬ 

pression,  such  as  phrasing,  correct  breathing,  emphasis, 

rate,  pitch  and  inflection. 


42 


Vermont  Course  of  Study 


Kinds  of  Reading. 

This  topic  has  been  discussed  from  several  angles.  From  the 
standpoint  of  psychology  there  are  silent  and  oral  reading;  from 
the  standpoint  of  pedagogy  there  are  intensive  and  extensive 
reading;  from  the  character  of  the  content  there  are  literary  and 
non-literary  reading;  in  regard  to  the  pupil’s  motive  we  have 
individual  and  social  reading.  Each  angle  is  at  one  time  or 
another  worthy  of  the  teacher’s  consideration. 

Silent  Reading: — 

(1)  Fills  one  of  life’s  greatest  needs. 

(2)  Should  have  specific  school  training. 

(3)  Furnishes  much  opportunity  for  individual  development 

which  may  be  recognized  by  some  extended  credit 
system  through  the  local  or  school  library. 

(4)  Should  be  increased  in  quantity  through  the  grades. 

(5)  Must  be  very  carefully  suggested  and  planned  for  by  the 

teacher. 

(6)  Should  bear  a  close  relation  to  other  school  subjects. 

(7) .  Should  often  be  checked  by  oral  report. 

(8)  “  “  “  “  “  objective  tests. 


Oral  reading: — 

(1)  Is  one  of  the  necessary  checks  for  silent  reading,  es¬ 

pecially  in  low  grades. 

(2)  Should  usually  be  preceded  by  silent  reading. 

(3)  Must  be  recognized  as  an  art,  involving  fluent  pronuncia¬ 

tion  and  accurate  and  pleasing  rendering  of  the 
thought. 

(4)  Has  as  its  greatest  aid  a  social  motive. 

(5)  Dependent  upon  proper  hygienic  habits,  as  correct 

breathing,  correct  bodily  position,  and  proper  vocal 
movements. 

(6)  Is  based  upon  clear  understanding  of  thought  and  feeling 

of  author. 

(7)  Depends  upon  desire  of  reader  to  share  his  interpretation 

with  others. 


English 


43 


Intensive  reading: — • 

(1)  Requires  a  thorough  analysis  of  setting,  word  meanings, 

sentence  construction,  type  of  story,  author’s  purpose, 
author’s  outline,  etc. 

(2)  Employed  little  in  lower  grades. 

(3)  Usually  adapted  to  whole-part-whole  method  of  learning. 

(4)  Requires  material  of  literary  value. 

(5)  Is  well  adapted  to  socialized  form  of  recitation. 

(6)  Requires  a  variety  of  material  such  as  pictures,  reference 

books,  and  maps  or  charts. 

Types. — To  a  Skylark — Shelley. 

The  Reaper — 'Wordsworth. 

On  the  Castle  of  Chillon — Byron. 

To  a  Mouse — ^Burns. 

Man  Without  a  Country — Hale. 

Extensive  reading: — • 

(1)  Aims  at  fluency  and  practice. 

(2)  Employs  easily  readable  material. 

(3)  Should  give  pupils  enjoyment. 

Literary  reading: — 

(1)  Tests: — 

Has  a  strong  sensory  and  emotional  appeal. 

Has  lived  for  generations. 

Contains  some  aspect  of  universal  truth. 

Appeals  to  all  types  of  children. 

(2)  Types: — • 

Folk  lore. 

Animal  Stories. 

Nonsense  tales. 

Fairy  tales. 

Fables. 

Myths. 

Legends. 


44 


Vermont  Course  of  Study 


Parables. 

Great  speeches. 

Narrative  and  lyric  poetry. 

% 

Short  stories.' 

Novels. 

N on-literary  reading: — 

News. 

Text  books. 

Editorials. 

Explanations,  directions,  rules. 

Reference  books. 

Individual  reading: — ■ 

Silent. 

Intensive  or  extensive. 

Pupils  must  be  conscious  of  some  motive  or  incentive. 
Often  not  closely  directed,  but  follows  a  pupil’s  pre¬ 
ference. 

Should  be  measured  frequently  by  some  objective. 
Tests,  like  the  Thorndike,  Haggerty,  Gray,  or  Courtis. 

Social  reading: — • 

Oral. 

Depends  upon  impulse  or  will  to  share. 

Often  dramatic  in  form. 

Aims  at  the  establishment  of  definite  standards  of  oral 
expression. 

.  Expression  should  be  judged  by  children. 

PRIMARY  READING 
FIRST  YEAR 


Definite  ai;ms. 

(1)  To  create  desire  to  learn  to  read. 

(2)  To  show  way  of  thought  getting. 

(3)  To  see  that  children  easily  recognize  a  written  vocabulary, 

which  is  already  part  of  their  oral  possession. 

(4)  To  give  phonetic  training. 

\ 


English 


45 


Method: — 

Aims  are  best  accomplished  by  a  so-called  combination 
or  eclectic  method,  which  is  also  analytic 

(1)  Through  seeing,  hearing,  acting,  illustrating,  and  seeing 

illustrated  somcvwhole  selection  like  a  folk  story, 
rhyme  or  action,  the  children  become  thoroughly 
familiar  with  its  content. 

(2)  A  phrase  group  is  selected  for  study. 

(3)  A  phrase  group  is  analyzed  into  words. 

(3)  Words  are  separated  into  phonetic  elements. 

(4)  Follow  some  special  method  which  has  proved  of  value. 

Exs. — •  Winston  Edson-Laing 

Aldine  Elson 

Progressive  Road  Easy  Road  to  Reading 
Story  Hour  Summers 

Children’s  Method  Story  Readers,  etc. 

(5)  Supplement  work  done  in  any  specific  method. 

Suggestions. 

(a)  Teach  children  to  recognize  their  own  names  and 

names  of  classmates  and  to  label  articles  in 
room. 

(b)  Encourage  the  reading  of  signs  at  crossroads, 

above  stores,  in  street  cars  and  the  like. 

(c)  Have  children  make  individual  reading  books' 

in  which  they  keep  records  of  school  and  home 
activities.  Such  books  are  usually  the  result 
of  class  conversation,  are  hectographed  by  the 
teacher,  and  illustrated  and  put  together  by 
the  children  for  seat  work. 

(d)  Make  or  have  made  word  charts  in  which 

children  fit  w’ords  to  appropriate  pictures. 

(e)  Allow  children  to  copy  with  word  builders  words 

which  they  are  curious  about. 

(6)  After  an  interest  in  reading  is  well  established,  and 

children  show  need  for  phonetic  help,  introduce  in 
some  systematic  order  the  phonetic  facts  of  our  lan¬ 
guage  and  use  these  in  the  gaining  of  new  words!  ■  Great 


46 


Vermont  Course  of  vStudy 


care  must  be  taken,  however,  not  to  interfere  with  the 
way  of  reading  by  too  much  phonetic  analysis.  It  is 
better  for  a  child  to  miscall  a  word  at  first,  provided 
this  does  not  spoil  the  meaning,  than  for  him  to  be  in¬ 
terrupted  to  get  the  word  phonetically. 

(7)  Much  reading  from  the  very  first  may  be  silent. 

Suggestions. 

(a)  Teacher  writes  direction  on  board ;  children  obey. 

(b)  Children  are  given  for  seat  work  easy  stories 

which  they  read  and  illustrate. 

(c)  Children  put  together  dissected  stories. 

(d)  Children  match  sentences.  ^ 

(e)  Children  fill  words  into  elliptical  sentences. 

(8)  In  oral  reading  insist  on  hygienic  habits  in  book  holding 

and  standing  and  sitting  positions.  Have  frequent 
rest  periods  to  relieve  eye  strain.  Train  children  to 
listen  with  books  closed  while  one  child  is  reading. 
See  that  children  use  clear  natural  voices.  Don’t  in¬ 
sist  on  small  children  holding  book  in  one  hand. 

(9)  Plan  for  much  dramatic  reading.  This  will  insure  correct 

emphasis,  inflection  and  grouping. 

(10)  Let  the  children  often  hear  good  reading,  either  by  teacher 

or  some  older  child. 

A  List  of  good  material — See  Literature  Outline. 

A  wide  variety  of  easy  hooks  is  better  than  a  few  complete 
sets. 

Riverside  Primer. 

Sunshine  Primer. 

In  Fabl eland. 

Work-a-day  Doings. 

Work-a-day  Doings  on  the  Farm. 

Blodgett  Primer. 

Blodgett  First  Reader. 

Overall  Boys. 

Sunbonnet  Babies. 

Twilight  Town. 

Hiawatha  Primer. 


English 


47 


SECOND  YEAR 

(1)  Become  entirely  familiar  with  course  for  previous  year. 

(2)  Insist  on  children  more  and  more  getting  words  from  con¬ 

text. 

(3)  Give  frequent  drills  in  articulation,  inflection,  grouping, 

and  interpreting  the  feeling  of  the  author.  Set  a  id 
keep  a  high  standard  for  this  type  of  work.  A  period 
spent  in  re-reading  the  same  passages  is  worth  while  if 
children  are  conscious  of  their  oral  English  needs.  This 
drill  may  well  take  the  form  of  games  or  dramatic  work. 

(4)  Encourage  outside  reading.  Use  private,  school,  or  trav¬ 

elling  libraries.  Use  public  library  when  available. 

(5)  See  that  children  know  the  alphabet. 

(6)  Prepare  for  dictionary  study  by  having  pupils  make  books 

in  which  words  are  kept  in  alphabetical  order. 

(7)  Increase  work  in  silent  reading. 

(8)  Continue  work  in  phonetics  as  needed,  introducing  a  few 

rules  which  children  form  from  their  own  observation 
of  many  examples. 

(9)  Set  a  standard  for  oral  reading.  Help  children  reach 

standard  by  questioning  for  thought  and  feeling.  If 
suggestions  of  teacher  or  pupil  do  not  produce  desired 
results,  have  reader  imitate  either  another  child  or 
teacher.  Never  use  this  correction,  “Read  it  again,” 
unless  you  have  made  plain  the  difficulties. 


A  List  of  good  material — See  Literature  Outline. 

Select  from  previous  grade  appropriate  primers,  first, 
and  second  year  readers. 

Tommy  Tinker’s  Book — Little,  Brown  Co. 

Polly  and  Dolly — Little,  Brown  Co. 

Boy  Blue  and  His  Friends — ^Little,  Brown  Co. 

That’s  Why  Stories — Newson  &  Co. 

Fables  From  Afar — Newson  &  Co. 

Peter  and  Polly  series — Lucia. 

Red  Feather — Eastman 


48 


Vermont  Course  of  Study 


THIRD  YEAR 

(1)  Know  the  previous  year’s  work. 

(2)  Increase  silent  reading,  relating  it  to  other  school  studies. 

(3)  Use  standardized  tests  for  speed  and  comprehension. 

(4)  Continue  dictionary  lists. 

(5)  Teach  most  used  diacritical  marks. 

,(6)  Organize  phonetic  facts  and  review  thoroughly. 
Suggested  organization. 

(a)  All  consonant  sounds. 

(b)  Consonant  combinations  such  as  wh,  ng,  spr, 

eh,  nk. 

•  (c)  Short  vowels. 

(d)  Long-vowels  made  so  by  adding  e  as  in  the  words 

came,  cake,  etc. 

(e)  Vowel  digraphs — ee,  ea,  ai,  oa,  ie,  ay. 

(f)  Diphthongs  and  combinations — 'Ow,  ou,  oy,  oi, 

ight,  all. 

j  (g)  Equivalents — ^a,  ay,  ai;  ir-ur-er. 

(h)  Common  prefixes  and  suffixes. 

A  list  of  good  material — 'See  Literature  Outline. 

From  series  srfggested  in  previous  grades,  select  second 
and  third  year  books. 

'■  '•  Golden  Treasury — Stebbins,  Am.  B.  Co. 

Browne  Reader.  / 

Dutch  Twins — 'Perkins. 

Old  Mother  West  Wind  Stories — -Burgess — Little,  Brown 
Co. 

Merry  Animal  Tales — ^Bingham — Little,  Brown  Co. 

' '  '  -  Mother  Goose  Village. 

Aids  in  silent  reading. 

(1)  Make  definite  assignments  by  problems  or  good  questions 

often  requiring  children  to  read  them  from  the  black¬ 
board. 

(2)  Children  find  and  name  in  order  main  divisions  of  a  story. 

(3)  “  “  “  “  “  “  exactly  the  pictures 

their  reading  made  them  see. 


English 


49 


(4)  Children  criticize  titles,  suggesting  possible  changes. 
Children  reproduce  stories  in  own  words. 

(6)  “  trace  sequence  of  story  by-quoting  key  sentences. 

(7)  Begin  formal  outlining  if  children  are  ready.  See 

cautions  and  limitations  in  language  course. 

FOURTH  YEAR 

(1)  Mechanics  of  reading  should  be  mastered. 

(2)  Phonetic  study  should  lead  into  knowledge  of  syllabica¬ 

tion  and  use  of  dictionary. 

(3)  Continued  systematic  work*  in  quick  visualization  or 

‘  ‘looking  ahead.  ” 

(4)  Continue  standardized  tests  having  children  keep  own 

scores  and  noting  progress. 

(5)  Continue  having  children  keep  reading  records. 

(6)  Allow  children  often  to  choose  own  reading  material. 

(7)  Encourage  children  to  state  opinions  about  their  reading. 

A  list  of  good  material — See  Literature  Outline. 

Select  from  series  as  in  previous  years. 

Boys’  and  Girls’  Readers — 'Bolehius,  Houghton  and 
Mifflin. 

Silent  Readers — -Lewis  and  Rowland,  John  C.  Winston  Co. 
Child’s  Book  of  American  History — -Blaisdell. 

Irish  Twins — Perkins. 

Book  of  Nature  Myths — -Holbrook. 

Pilgrim  Stories — Humphrey. 

Happy  Jack — -Burgess. 

% 

FIFTH  AND  SIXTH  YEARS 
Review  Suggestions, 

The  mechanics  of  reading  should  have  been  well  mastered 
before  this  grade,  but  some  review  work' may  be  necessary  to 
increase  ability  of  pupils  in — -  v 

Fluent  prommciation — -give  drills  and  lists  of  words  to  look 
up. 


50 


Vermont  Course  of  Study 


Meaning  of  words — use  dictionary  and  illustrative  sen¬ 
tences. 

Conversational  tones  and  expression  in  oral  reading. 

Good  habits  in  standing,  holding  book,  position  for  silent 
reading,  clear  enunciation  (especially  of  final  consonants). 

Intelligent  comprehension  of  content  and  meaning  of  pas¬ 
sages  and  selections  read.  This  is  gained  by  cultivation  of 
habits  of  concentration  and  study  in  silent  reading.  Children 
must  be  required  to  reproduce  the  content  of  their  silent  reading 
and  to  discuss  it.  This  is  the  basis  of  mastery  of  other  subjects, 
and  of  intellectual  progress. 

Advanced  Work. 

Beyond  the  mastery  of  the  technique  of  reading  the  funda¬ 
mental  purposes  of  reading  must  now  be  emphasized  more  and 
more.  These  are 

1.  To  enrich  the  child's  intellectual  and  spiritual  life.  This 
calls  for  the  best  books  obtainable,  both  informational  and  liter¬ 
ary;  for  attaining  ability  to  read  and  study  intelligently  and  in¬ 
dependently;  for  oral  and  written  reproduction  of  matter  read; 
for  discussion  and  discriminating  criticism  of  characters  and 
events,  and  for  a  sufficient  amoimt  of  work  with  books  to  con¬ 
stitute  a  strong  formative  influence  in  the  child’s  life.  Increase 
of  one’s  fund  of  information,  retentive  memory,  development  of 
the  imagination,  power  of  clear,  forceful  thought  and  expression, 
and  worthy  interests  and  ideals  of  conduct  are  the  real  ends, 
tests  and  should  he  the  results  of  one's  reading. 

2.  To  cultivate  love  and  appreciation  of  good  literature. 
Children  should  show  constantly  increasing  skill  in  selecting 
good  literature.  Their  enjoyment  of  fine  stories  and  books 
instead  of  cheap  literature  should  steadily  increase.  Hence  it  is 
desirable  to  get  desirable  books  into  children’s  possession,  to 
talk  about  them,  read  selected  passages,to  have  children  who  have 
read  certain  books  discuss  them  before  the  class,  to  make  out 
lists  of  books  to  be  read,  to  utilize  the  library,  to  form  an  honor 
list  based  upon  good  books  read  at  home,  and  by  other  devices 
to  arouse  and  keep  interest  alive.  Aim  to  form  and  fix  the 
“reading  habit.” 

Care  must  be  taken,  however,  to  accomplish  this  through 


English 


51 


creation  of  desire  and  interest  and  to  avoid  pressing  uninteresting 
or  unsuitable  books  upon  children,  or  following  a  plan  that  will 
make  reading  a  burden  instead  of  a  pleasure. 

Types  of  Reading  Lessons  and  Assignments: 

The  teacher  will  secure  maximum  results  when  she  knows 
the  definite  object  to  be  attained  in  each  reading  lesson,  and 
when  her  method  of  treatment  is  adapted  to  the  particular 
purpose. 

The  following  are  typical,  distinct  forms  of  reading  lessons 
requiring  different  methods  of  instruction. 

1.  Reading  for  oral  reproduction.  Here  the  things  to  be 
emphasized  are  mechanics  of  reading — 'pronunciation,  position, 
expression,  etc.,  grasp  of  thought  and  its  interpretation.  Ques¬ 
tions  regarding  formal  details  are  in  place,  and  the  analytical 
treatment  with  careful  correction  of  errors  is  in  place. 

2.  Reading  for  information.  This  is  chiefly  silent  reading. 
Emphasis  must  be  placed  upon  power  of  concentration,  and  upon 
systematic  study  by  topics.  Pupils  should  be  taught  how  to 
study,  i.  e.,  to  first  grasp  the  main  theme,  then  the  most  im¬ 
portant  facts,  their  relation  to  each  other,  other  related  parts, 
finally  necessary  memorizing  and  application.  Develop  ability 
to  reproduce  and  discuss  intelligently  in  paragraph  and  topical 
relations.  The  manner  in  which  this  type  of  reading  is  taught  and 
mastered  will  largely  determine  the  character  of  other  school  work. 

3.  Reading  for  culture  and  literary  value.  Emphasize  good 
features  of  selection,  its  setting  and  purpose,  the  life  and  work  of 
the  author.  Appeal  should  be  made  to  the  feelings,  interests 
and  judgment  of  pupils.  Don’t  divert  attention  in  this  work  by 
drills,  undue  corrections,  criticism  of  rendering,  looking  up 
words  and  references,  developing  ideas,  and  the  like.  Let  the 
selection  deliver  its  message.  Good  selections  may  be  re-read  and 
studied  with  increasing  delight  and  profit.  Discuss  content, 
purpose  and  bearing  of  selection  freely. 

4.  Home  reading.  The  teacher  can  render  splendid  service 
by  directing  and  encouraging  home  reading.  Suggest  good 
books  and  by  comment  or  selected  passages  create  desire  to  read 
them.  Have  children  give  reports  of  books  and  articles  they 
have  read  with  profit  and  pleasure.  Use  home  reading  for  oral 


52 


Vermont  Course  of  Study 


and  written  composition.  Keep  a  record  of  children’s  home 
reading  and  give  credit  for  it. 

In  all  work,  train  pupils  to  read  slowly,  thoughtfully  and 
with  imdivided  attention.  External  and  personal  conditions 
must  be  right  for  this.  - 

Train  memory  by  verbatim  memorizing  of  choice  selections, 
by  oral  and  written  outlines,  and  by  recitations  on  both  recent 
and  rem.ote  work. 

Train  reason  and  judgment  by  discussions,  criticisms  and 
applications. 

Train  imagination,  emotions  and  good-will  by  discussion 
of  characters,  motives,  plots,  and  by  expression  of  personal 
opinions. 

Train  interest  and  habits  by  guidance,  encouragement, 
systematic  assignments  and  abundant  reading. 

Use  socialized  recitations  freely  where  children  under 
guidance  may — •(l)report  on  selections  or  books  read;  (2)  give 
synopsis  of  story ;  (3)  question  class  or  individuals  on  selection ; 
(4)  engage  in  debate  upon  debatable  points;  (5)  plan  and  give 
dramatizations. 

Reading  Material,  Fifth  Year. 

Selected  Grade  Readers. 

Little  Lame  Prince,  Craik — -D.  C.  Heath  &  Co. 

Tanglewood  Tales,  Hawthorne — Houghton,  Mifflin  Co. 
Alcott  Books. 

Selected  magazines,  papers,  library  books. 

See  also  Literature  Outline,  also  books  listed  under  History, 
Geograp  ly,  etc. 

Reading  Material,  Sixth  Year. 

’  ( 
Selected  Grade  Readers. 

Hiawatha,  Longfellow — Houghton,  Mifflin  Co. 

Spyri’s  Heidi — Ginn  &  Co. 

Lobo,  Rag  and  Vixen — Thompson-Seton,  Scribner  &  Co. 
Selected  magazines,  papers,  library  books. 

See  also  Literature  Outline,  also  historical,  geographical  and 


English 


53 


other  informational  reading,  both  such  as  are  listed  under 
such  subjects,  and  others  the  teacher  and  pupils  may 
procure. 

SEVENTH  AND  EIGHTH  YEARS 

Note  carefully  suggestions  for  reading  for  fifth  and  sixth 
years.  The  aims  to  be  sought  are  similar,  naturally  in  fuller 
measure.  The  teacher  must  constantly  work  for  and  demand 
distinctly  superior  results  in  technical  rendering  and  expression, 
in  quick,  accurate  grasp  of  thought,  in  appreciation  of  informa¬ 
tion  and  literary  merit,  in  intelligent  criticism  and  in  appropria¬ 
tion  for  personal  needs  and  growth. 

Seek  always  for  increasing  power  in  silent  reading  for  definite 
results. 

Divide  reading  lessons  into  four  groups  as  indicated  for 
grades  five  and  six,  and  conduct  recitations  as  there  indicated. 

Work  definitely  for  high  grade  oral  reading.  This  bids  fair 
to  become  a  lost  art  in  public  schools,  but  it  should  not  be 
neglected. 

Oral  reading  should  be  technically  excellent  in  these  grades, 
interpret  both  the  spirit  of  the  selection  and  the  personality  of 
the  characters  presented.  To  accomplish  these  ends,  spend  time 
in  perfecting  mechanics  of  reading,  working  on  selected  passages, 
and  in  securing  excellent  elocution.  Give  regular  drills  to  elim¬ 
inate  common  faults — -clipping  words,  indistinct  enunciation, 
stumbling  manner,  etc.,  and  to  develop  clear  voices,  alert, 
vigorous  style,  proper  inflection,  confident  manner,  right  use  of 
vocal  organs,  emphasis  by  stress,  pause,  varying  speed,  etc. 
Make  reading  an  art. 

Develop  also  those  habits  of  silent  reading,  research,  ab¬ 
sorption  and  criticism  that  distinguish  the  scholarly  from  the 
casual  reader.  To  read  much,  wisely  and  profitably  is  a  difficult 
but  splendid  accomplishment,  and  is  the  keynote  to  learning. 

In  these  grades  complete  literary  selections  should  be  care¬ 
fully  and  thoroughly  studied.  These  should  include  fiction, 
essays,  poetry,  biographies,  historical  and  geographical  selections, 
descriptions,  narratives,  etc. 


54 


Vermont  Course  of  Study 


In  upper  grades  especially,  reading  rightly  taught  and 
studied  will  lead  to  constantly  increasing  power  of  straight, 
original  and  independent  thinking,  and  will  contribute  to  the 
formation  of  good  mental  habits  and  right  ideals  of  conduct. 

In  connection  with  the  reading  course,  a  thorough  ^tudy  of 
some  authors  and  their  works  should  be  made  so  far  as  time  per¬ 
mits.  Much  of  this  may  be  done  through  directed  home  study 
followed  by  individual  reports  and  class  discussions. 

Reading  Material,  Seventh  and  Eighth  Years. 

Selected  Grade  Readers. 

Historical,  geographical,  nature  and  other  books  and  articles 
dealing  with  other  school  subjects. 

School  and  home  reading  as  indicated  in  Literature  Outline. 
This  should  be  supplemented  freely  by  the  teacher. 

Poems  and  other  selections  for  memorizing  and  special 
study  (See  Literature  Outline). 

High  class  magazines — -Geographic,  Atlantic,  Youth’s  Com¬ 
panion,  World’s  Work,  Literar\^  Digest,  etc. 

BIBLIOGRAPHY 
Some  hooks  on  the  teaching  of  reading. 

Manuals  accompanying  various  methods. 

Hall — ^How  to  Teach  Reading. 

Gray — -Principles  of  Method  in  Teaching  Reading. 

Huey — -Psychology  and  Pedagogy  of  Reading. 

Briggs  and  Coffman — -Reading  in  Public  Schools. 

Klapper — Teaching  of  Reading. 

Sherman  and  Reed — -Essentials  of  Reading. 

Clark — How  to  Read  Aloud. 

Kaufman — Planning  and  Use  of  Varied  Reading  Material. 


English 


55 


VII-2.  LITERATURE  OUTLINE 

FIRST  YEAR 

Definite  Aims. 

To  give  enjoyment. 

To  develop  concentration. 

To  stimulate  imagination. 

Means. 

See  language  outline. 

Reading  by  teacher. 

Memorization  or  study  for  appreciation,  under  direction 
of  teacher  (see  suggestions  for  memorization,  page  66). 
Conversation. 

Lists  of  stories  read  by  pupils  recorded  and  kept  by  them. 

Materials. 

Stories.  ^ 

Tale  of  P^er  Rabbit. 

Little  Black  Sambo. 

Raggylug — -How  to  Tell  Stories  to  Children,  Bryant. 

Three  Little  Pigs — How  to  Tell  Stories  to  Children,  Bryant. 
Pig  Brother — ’How  to  Tell  Stories  to  Children,  Bryant. 
Gingerbread  Boy — ^How  to  Tell  Stories  to  Children,  Bryant. 
Old  Woman  and  Her  Pig — Classic  Stories  for  Little  Ones, 
McMurry. 

Three  Bears — Classic  Stories  for  Little  Ones,  McMurry. 
Noah  and  the  Ark,  Bible. 

Moses  in  the  Bulrushes,  Bible. 

Red  Riding  Hood. 

Goops — ^Burgess. 

Books  to  he  read  by  teacher. 

Bible. 

Reynard  the  Fox. 

Three  Little  Pigs. 

Bed-Time  Stories — ^A.  S.  Bailey. 

Uncle  Wiggley  Bed  Time  Stories — A.  S.  Badey. 

Arabella  and  Araminta — Gertrude  Smith. 


50 


Vermont  Course  of  Study 


Janey,  Josie  and  Joe — Gertrude  Smith. 

Roggie  and  Reggie — Gertrude  Smith.  ' 

Poems  or  Rhymes. 

Who  Stole  the  Bird’s  Nest — -Child. 

Who  Has  Seen  the  Wind — -Christina  Rosetti. 

The  Swing — -Stevenson. 

Bed  in  Summer — Stevenson.  ' 

My  Shadow — -Stevenson. 

The  Lamplighter — -Stevenson. 

Rain — -Stevenson. 

Mother  Goose. 

A  Child’s  Thought  of  God — E.  B.  Browning 
A  Child’s  Evening  Prayer — ^Coleridge. 

The  Little  Star — -Anon. 

Autumn  Fires — ^Stevenson. 

Psalm  23— Bible. 

Additional  sources.  ® 

Stories  to  Tell  Children,  Br^-ant. 

Stories  for  the  Littlest  Ones,  Biy^ant. 

For  the  Children’s  Hour,  Bailey  and  Lewis. 

For  the  Story  Teller,  Bailey. 

Stories  and  Story  Telling,  Keyes 

Teacher’s  Stoiy^  Teller’s  Book,  O’ Grady  and  Throop. 

Grimm’s  Household  Stories. « 

Child’s  Garden  of  Verses,  Stevenson. 

Three  Years  With  the  Poets,  Hazard. 

Poems  Eveiy^  Child  Should  Know,  Burt. 

Verses  for  Children,  Lucas. 

Poems  for  Grades,  Harris  and  Gilbert. 

Graded  Poetry  Readers,  Blake  and  Alexander. 

Author  to  study — Robert  Louis  Stevenson. 

SECOND  YEAR 

Definite  aims. 

To  develop  memory. 

To  encourage  mental  imageIy^ 


English 


57 


Means. 

See-first  year.  j 

\ 

Materials. 

\ 

Stories. 

Snow  Man — ^Anderson,  For  the  Children’s  Hour. 

Little  Piccola — 'Thaxter. 
ppaminondas. 

Cinderella — ^Lang,  Blue  Fairy  Book. 

Sleeping  Beauty — ^Lang,  Blue  Fairy  Book. 

Hop  O’My  Thumb — -Lang,  Blue  Fairy  Book. 

Jack  and  the  Beanstalk. 

Rump  elst  il  zkin . 

Dog  and  His  Shadow — Aesop. 

Wind  and  Sun — -Aesop. 

Fox  and  Stork — -Aesop. 

Crow  and  Pitcher — -Aesop. 

Hare  and  Tortoise — -Aesop. 

Traveling  Musicians. 

Constant  Tin  Soldier — ^Anderson.  ^ 

Bell  of  Atri — -Longfellow. 

The  Sheep  and  Pig  That  Set  up  Housekeeping — Thorn  e- 
Thomsen. 

The  Tar  Baby — ^Harris,  Uncle  Remus. 

The  Straw  the  Coal  and  the  Bean — -Classic. 

Stories  for  the  Littlest  ones — -McMurry. 

East  of  the  Sun  and  West  of  the  Moon — ^Thorn e-Thomsen. 
Dilly  Dally. 

Joseph’s  Coat — -Bible. 

Books  to  he  read  by  teacher. 

Mother  West  Wind  Stories — -Burgess. 

Sunset  Land — -Lincoln. 

Golden  Windows — Richards. 

The  Out  Door  Story  Book — -C.  S.  Bailey. 

Russian  Grandmother  Wonder  Tales — ^Houghton. 

Bouser  the  Hound — Burgess. 


58 


Vermont  Course  of  Study 


Poems. 

Gaelic  Lullaby — ^Anon. 

The  Night  Wind — Field. 

The  Land  of  Thus  and  So — Riley. 

The  Sugarplum  Tree — -Field. 

The  Rock-a-by  Lady — Field. 

Wynken,  Blynken  and  Nod — Field. 

St.  Francis  and  the  Birds — -Peer’s  Saints  in  Story. 
Hiawatha’s  Childhood — Longfellow. 

Lady  Moon — Lord  Houghton. 

The  Lost  Doll — Kingsley. 

How  the  Leaves  Came  Down — ^Coolidge. 

Psalm  100 — -Bible. 

Source  hooks. 

See  first  year. 

Dillingham  and  Emerson — -Tell  it  Again  Stories. 

Dasent — -Popular  Tales  from  the  Norse. 

Baldwin — ^Fifty  Famous  Stories  Retold. 

Jacobs — English  Fairy  Tales. 

Shedlock — Art  of  the  Story  Teller. 

Lang — Cinderella  and  Other  Stories. 

Author  to  study.  Eugene  Field. 

THIRD  YEAR 

Definite  Aims. 

To  satisfy  the  child’s  growing  interests. 

To  help  in  clear  thinking. 

Means. 

Continue  reading  lists. 

Continue  reproduction  work. 

Continue  poetry  memorization  and  study  for  appreciation. 
Begin  study  of  outlining  by  having  children  see  the  units  of 
thought  which  make  up  every  story  and  poem. 

Begin  adaptation  or  re-creation  of  stories  and  poems. 


English 


59 


Materials. 

Stories. 

Peter  Pan — ^Barrie  (adapt  or  find  adaptation). 

Sleeping  Beauty. 

Little  Daylight — -MacDonald . 

Pandora — Greek  myth. 

Latona  and  the  Frogs — ^Greek  myth. 

At  the  Back  of  the  North  Wind — -Norse  folk  Tale. 

David — Bible. 

Robinson  Crusoe — -Lida  McMurry’s  adaptation. 

Seven  Swans. 

One  Eye,  Two  Eyes  and  Three  Eyes. 

The  Jackal  and  the  Alligator — -Stories  to  Tell  to  Children, 
Bryant. 

Androcles  and  the  Lion. 

How  the  Elephant  Got  His  Trunk — ^Kipling. 

The  Boy  who  Cried  Wolf — -Aesop. 

Snow-White  and  Rose-Red — -Grimm. 

Romulus  and  Remus — ^Guerber,  Myths  of  Greece  and  Rome. 
The  Pied  Piper — -Browning. 

Snow-White  and  the  Seven  Dwarfs — Grimm. 

Children  of  other  Lands — ^Seven  Little  Sisters — -Each  and 
All  (Modify  to  suit  present  conditions). 

Books  to  he  read  by  teacher  or  with  teacher. 

m 

Alice  in  Wonderland — ^Carroll. 

Little  Lord  Fauntleroy — Burnett. 

Sara  Crew — 

Jataka  Tales — -Ed.  by  Francis  and  Thomas. 

Wizard  of  Oz — ^Baum. 

Little  Lame  Prince — -Miss  Mulock. 

Water  Babies — ^ Kingsley. 

Bobsy  Twins — -Laura  Lee  Hope. 

Belgian  Twins. 

Poems. 

The  Sandpiper — -Thaxter. 


60 


Vermont  Course  of  Study 


Abou  Ben  Adhem — Hunt. 

The  Corn  vSong — ^Whittier. 

In  School  Days — Whittier. 

Daybreak — -Longfellow. 

Hiawatha’s  Sailing — Longfellow. 

Hiawatha’s  Hunting — -Longfellow. 

Song  from  Pippa  Passes — -Browning. 

The  Brook — -Tennyson. 

Lucy  Gray — -Wordsworth. 

September — -H.  H.  Jackson. 

Birth  of  Christ — -St.  Luke. 

Source  Books. 

See  previous  years. 

Poetiy^  for  the  grades — -Franklin  Publishing  House,  Phila. 
Child’s  Treasury  of  English  Song — -Palgrave. 

Poems  for  Memorizing — Houghtdn  and  Mifflin  (grades 
I-IX). 

Author  to  study.  Henry  W.  Longfellow. 

FOURTH  YEAR 


Definite  aims. 

To  create  ideals  which  shall  stimulate  action. 

_  « 

To  stimulate  moral  reasoning. 

To  furnish  standards  for  expression. 

Means. 

Continue  story  telling  of  previous  grades,  increasing  re¬ 
creation  and  outlining,  and  decreasing  reproduction. 

Reduce  amount  of  teacher  reading,  substituting  for  it  pupil 
reading  with  teacher  taking  an  occasional  part. 

Continue  work  in  poem  study  and  memorization,  often 
allowing  children  to  decide  which  selection  shall  be  learned 
or  discussed. 

Continue  individual  lists. 


English 


61 


Materials. 

Stories. 

Dog  of  Flanders — 'Ouida. 

Snow  Image — -Hawthorne. 

Hans  Who  Made  the  Princess  Laugh. 

Jason  and  the  Golden  Fleece. 

Aladdin  and  his  Magic  Lamp — -Arabian  Nights. 

Orpheus  and  Eurydice — Greek  myth. 

Clytie — Greek  myth. 

Narcissus — ^Greek  myth. 

Phaeton — -Greek  myth. 

How  Thor  Lost  his  Hammer — Norse  myth. 

Death  of  Balder. 

Story  of  Sampson — -Bible. 

Story  of  Lot’s  Wife — -Bible. 

Stories  in  life  of  Moses — -Bible. 

Story  of  St.  Christopher. 

Story  of  St.  Francis. 

The  Emperor’s  Nightingale — -Chinese  myth. 

King  Robert  of  Sicily — -Adapted  by  Bryant. 

The  Human  Alarm  Clock — -New  England  folk  tale. 

Relate  with  history  thru  such  stores  as  those  of  Ethan 
Allen,  Champlain,  Dewey,  and  the  Churchill  family  of 
Hubbardton. 

Books  read  silently  or  with  teacher. 

Editha’s  Burglar — Burnett. 

Story  of  Patsey — K.  D.  Wiggin. 

Little  Mr.  Thimble  Fingers — -J.  D.  Harris. 

Stories  and  Poems  Children  Should  Know — -Kipling. 
Stories  of  American  Discoveries — -American  Bk.  Co. 
Pilgrim  Stories — ^Pumphrey. 

Five  Little  Peppers — ^Sydney. 

Clematis — -Cobb . 

Arlo — -Cobb. 

Anita — -Cobb. 

Three  Fairy  Tales — -Ingelo. 


62 


Vermont  Course  of  Study 


Pinocchio — -Lorenzinni. 

Wonder  Book — ’Hawthorne. 

Bluebird  for  Children — Maeterlink. 

Gulliver’s  Travels — ^Swift. 

The  Bird’s  Christmas  Carol — Wiggin. 

A  Little  Dusky  Hero. 

The  Littlest  Rebel. 

Poems. 

October’s  Bright  Blue  Weather — ^Jackson. 

In  School  Days — -Whittier. 

Barefoot  Boy — Whittier. 

Barbara  Frietchie — ’Whittier. 

Com  Song — ^Whittier. 

Mountain  and  the  Squirrel — Emerson. 

The  Windmill. 

A  Boy’s  song — Hogg. 

The  Village  Blacksmith — Longfellow. 

The  Birds  of  Killingworth — -Longfellow. 

Paul  Revere’s  Ride — Longfellow. 

In  March. 

The  Daffodils — Wordsworth. 

America — -S.  Smith. 

Source  books. 

See  previous  years. 

The  Children’s  Hour — 'set  pub.  by  Houghton  Mifflin,  ed. 
by  Eva  March  Tappan. 

Author  to  study.  Whittier  or  Wordsworth. 

FIFTH  YEAR 

Definite  aim. 

To  satisfy  the  heroic  sense. 

Means. 

See  Fourth  Year. 


English 


63 


Materials. 

Stories. 

Nahum  Prince. 

Adventures  of  Ulysses — ’Church. 

Labors  of  Hercules — -Mabie,  Heroes  Every  Child  Should 
Know. 

King  of  the  Golden  River — Ruskin. 

Jackanapes — ^Ewing. 

Laocoon — Greek  myth. 

Persephone — ’Greek  myth. 

Hero  of  Haarlem — Evens,  Worth  While  Stories. 

Dick  Whittington — Scudder,  The  Children’s  Book. 

Stories  of  King  Alfred — ’Abbott,  Alfied  the  Great. 

Stories  of  Robin  Hood — ^Pyle. 

Life  of  Thomas  Edison — Robert  Wheeler,  True  Stories  of 
Great  Americans. 

Daniel — Bible 

Rip  Van  Winkle — Irvdng. 

Beowulf — Tappan,  Northland  Heroes. 

Friedjhof — ’Northland  Heroes. 

Appropriate  paiables  from  the  Bible. 

Appropriate  American  Hero  Stories. 

Books  read  silently  or  with  teacher. 

Beautiful  Joe — ^Saunders. 

Black  Beauty — ^Sewall. 

Emm}^  Lou — Martin. 

Wigwam  Evenings — Eastman. 

Swiss  Famil\^  Robinson — ^Von  Wyss. 

Early  Sea  People — ’Dopp. 

Hans  Brinker. 

Wild  Animals  I  Have  Known — Thompsbn-Seton. 

Heidi — Spyri. 

King  Arthur  Stories — -Baldwin,  Stories  of  the  King. 

The  Prince  and  the  Pauper — ’Clemens. 

Poems. 

Old  Glory — Riley. 


64 


Vermont  Course  of  Study 


Out  ,to  Old  Aunt  Mary’s — Riley. 

Old  Swimmin’  Hole — Riley. 

Little  Orphant  Annie — Riley. 

Seein’  Things  at  Night — Riley. 

Brook  Song — Riley. 

Raggeity  Man — -Riley. 

Inchcape  Rock — -Southey  . 

Song  to  Titania — ^Shakespeare. 

Under  the  Greenwood  Tiee — -Shakespeare. 

T  oday — ^Carlyle. 

Incident  of  the  French  Camp — Browming. 

The  Deacon’s  Masterpiece — -Holmes. 

The  Armorer’s  Errand — ^Dorr. 

The  Star  Spangled  Banner — Key. 

Battle  Hymn  of  the  Republic — Howe. 

In  Flanders  Fields — -McCrae. 

Author  to  he  studied — James  Whitcomb  Riley. 

SIXTH  YEAR 

Definite  aim. 

To  have  established  standards  of  criticism  and  appreciation 
Means. 

See  previous  grades. 

Oral  book  reviews  (occasionally  given  by  teacher). 
Dramatic  scenes  selected  and  played  for  an  audience. 
Literary  club  carried  on  by  class. 

Occasional  program  for  some  special  day,  as  Parents’  Day 
Debate  idea  started  if  it  seems  wise. 

Materials. 

Stories. 

Stories  from  Virgil  and  the  Iliad — Church. 

Tales  from  Shakespeare — Lamb. 

Perseus — Greek  myth. 

Damon  and  Pythias — Greek  myth. 


English 


65. 


Pericles — '(adapted  from  history). 

Little  Cosette — Hugo,  For  the  Children’s  Hour.  ^ 

Gudbrand-on-the-Hillside — 'T-horne-Thomsen. 

Nuremburg  Stove — ^Ramee,  Famous  Stories  Every  Child 
Should  Know. 

Chanticleer — -(adapted  from  Rostand’s  play). 

Story  of  Florence  Nightingale — Richards. 

Idylls  of  the  King — -(adapted  from  Tennyson). 

Ruth — ^Bible. 

Old  Pipes  and  the  Dryad — Stockton,  Beeman  of  Orne. 
Moni  the  Goat  Boy — Spyri. 

Key  Flower. 

Books  read  silently  or  with  teacher. 

\ 

Indian  Scout  Talks — Eastman. 

Understood  Betsey — ^Dorothy  Canfield. 

Adventures  of  Tom  Sawyer — Clemens. 

Two  Little  Knights  of  Kentucky — ^Johnston. 

Captains  Courageous — Kipling. 

Captain  January — -Richards. 

Crimson  Sweater — ^B arbour. 

Betty  Leicester — ^S.  0.  Jewett. 

Donald  and  Dorothy — Dodge. 

Silesian  Tales. 

Heimatlos — Spyri. 

Wonderful  Adventure  of  Nils — Lagerloff. 

/  Stories  of  King  Arthur  and  the  Round  Table — Clay. 

Secret  Garden — ^Bumett. 

Poems. 

The  Sea — -Barry  Cornwall. 

The  Eagle — -Tennyson. 

Charge  of  the  Light  Brigade — ^Tennyson. 

Bugle  Call — ^Tennyson. 

The  May  Queen — Tennyson. 

Crossing  the  Bar — -Tennyson. 

Song  of  Marion’s  Men — Bryant. 


66 


Vermont  Course  of  Study 


Vision  of  Sir  Launfal  (selections) — Lowell. 

/  The  Shepherd  of  King  Admetus — Lowell. 

Adaddin — ^Lowell. 

The  Heritage — Lowell 
Concord  Hymn — Emerson. 

The  Flag  Goes  By — ^Bennett. 

How  They  Brought  the  Good  News  from  Ghent  to  Aix — 
Browning. 

The  Day  is  Done — -Longfellow. 

Pastor’s  Daughter  and  other  selections — -Dorr.  • 

Trees — Joyce  Kilmer. 

The  Fatherland — Low. 

'The  Singing  Leavf'S — ^Lowell. 

Oh  Captain,  My  Captain — -Whitman. 

If — Kipling. 

To  the  Dandelion — Lowell. 

Authors  to  he  studied — -Lowell,  Dorr. 

Suggestions  for  Memorization. 

Establish  a  point  of  contact  between  the  experience  of  the 
child  and  the  literature  to  be  taught. 

Tell  or  read  the  whole  selection. 

Analyze  the  selection  by  question,  discussion,  explanation, 
or  illustration. 

Have  silent  study  of  whole  or  of  different  parts  until  the 
selection  is  mastered. 

Review  at  lessening  intervals. 

Since  many  of  the  books  mentioned  in  these  lists  are  pub¬ 
lished  by  various  firms,  it  has  seemed  unwdse  to  recommend  any 
one  publishing  house. 

If  teachers  are  unable  to  consult  a  cummulative  index  at  a 
library  or  book  store,  they  may  obtain  the  needed  information 
by  applying  to  the  following  firms  for  catalogs. 

Ed.  Pub.  Co.,  Boston. 

Silver  Burdett  &  Co.,  Boston. 

Ginn  &  Co.,  Boston. 

American  Book  Co.,  Boston. 


English 


67 


D.  C.  Heath  &  Co.,  Boston. 

Houghton  Mifflin  Co.,  Boston.  \ 

Little,  Brown  &  Co.,  Boston. 

Benj.  Sanborn  &  Co.,  Boston. 

Scott,  Foresman  &  Co.,  New  York. 

Century  Co.,  New  York. 

Harpers,  New  York. 

Lippincotts,  New  York. 

Putnam’s,  New  York. 

John  C.  Winston,  Philadelphia.  ' 

Row-Peterson  Co.,  Chicago. 

F.  A.  Owens,  Dansville. 

F.  K.  Knowlton,  Farmington,  Maine  (5  cent  classics). 
MacMillan  Co.,  New  York. 

Rand,  McNally  Co.,  New  York.  _ 

SEVENTH  YEAR 

Aims  and  Methods  (See  Reading  Outline  for  seventh  year) 
Materials.  , 

Stories  and  Literature  for  School  and  Home  Reading. 

Christmas  Carol — 'Dickens. 

Grandfather’s  Chair — Hawthorne. 

Story  of  a  Short  Life — Ewing. 

Croft  on  Boys. 

Miles  Standish — ^Longfellow 
Snowbound — 'Whittier. 

Autobiography — ^Benjamin  Franklin. 

Stories  of  the  Old  Bay  State — American  Book  Co. 
Treasure  Island — ^Stevenson. 

Robinson  Crusoe — ^De  Foe. 

The  Spy — ^Cooper. 

The  Deerslayer — Cooper. 

Writings  by  Rowland  Robinson. 

Stories  of  the  Great  West — ^Roosevelt. 

Tom  Brown’s  Schooldays — -Hughes. 

Tom  Brow^n  at  Rugby — Hughes. 


68 


Vermont  Course  of  Study 


Tales  from  Shakespeare — Lamb. 

The  Hoosier  Schoolmaster — Eggleston. 

Captains  Courageous — Kipling. 

Tom  Sawyer — ’Mark  Twain. 

Cudjo’s  Cave — -Trowbridge. 

Picciola — Sain  tine. 

Gulliver’s  Travels — Swift. 

Jungle  Book — Kipling. 

Uncle  Remus — Harris. 

Miscellaneous  books  related  to  history  and  geography. 
Collections  of  books  for  youths  in  public  libraries. 

Selections  for  study  or  memorizing  {in  whole  or  in  part). 

Remew  List, 

.America — Smith. 

Star  Spangled  Banner — Key. 

Your  Flag  and  My  Flag — Nesbit. 

Old  Glory — -Riley. 

Battle  Hymn  of  the  Republic — -Howe. 

'{Also  other  patriotic  selections). 

Advance  List. 

Gettysburg  Address — -Lincoln. 

The  Fringed  Gentian — Biy^ant. 

The  Snow  Storm — -Emerson. 

Grandmother’s  Stor}’  of  the  Battle  of  Bunker  Hill — Holmes. 
The  Chambered  Nautilus — -Holmes. 

Tampa  Robins — Lanier, 

Herve  Riel — Browming. 

The  Builders — ^Longfellow. 

Warren’s  Address — -Pierpont. 

Twilight  Calm — -Rossetti. 

Cany^  On — ^Ser\dce. 

Grand  Pere — Sendee. 

Hark,  Hark  the  Lark — -Shakespeare. 

Orpheus  with  his  Lute — Shakespeare. 


English 


69 


Opportunity — 'Sill. 

After  Blenheim — ^Southey. 

Awakening  of  Spring  (In  Memoriam  CXV)  Tennyson 
To  a  Skylark — 'Woods worth. 

To  a  Skylark — 'Shelley. 

Sir  Galahad — 'Tennyson. 

Angels  of  Buena  Vista — -Whittier. 

To  a  Daisy — Wordswortd. 

Authors  to  he  studied — 'Holmes,  Tennyson,  Cooper, 

EIGHTH  YEAR 

Aims  and-Methods.  See  Reading  Outline  for  eighth  year. 

Also  develop  project  method  of  treating  literary  work — - 
school  papers,  collection  of  works  of  an  author — -planning 
for  a  Longfellow,  Holmes,  Kipling,  Rowland  Robinson, 
etc.,  day — -writing  stories,  poems,  etc.  for  special  occasions. 
Form  literary  club  or  society  conducted  by  pupils,  giving 
literary  programs. 

Materials. 

Stories  and  Literature  for  School  and  Home  Reading. 

Man  without  a  Country — Hale. 

Evangeline — -Longfellow. 

Tales  of  a  Wayside  Inn — -Longfellow. 

Last  of  the  Mohicans — -Cooper. 

Don  Quixote — -Cervantes.' 

Last  Days  of  Pompeii — -Lytton. 

Ancient  Mariner — -Coleridge. 

Legend  of  Sleepy  Hollow — -Irving. 

The  Perfect  Tribute — -Andrews. 

Hillsboro  People — -Dorothy  Canfield  Fisher. 

The  Oregon  Trail — -Parkman. 

Tbe  House  of  Seven  Gables — -Hawthorne. 

Ancient  Mariner— Col eridg?. 

Hymn  Before  Sunrise — -Coleridge. 

Each  and  All — -Emerson. 


70 


Vermont  Course  of  Study 


The  Rhodora — Emerson. 

Deserted  Village — Goldsmith. 

Elegy  in  a  Country  Churchyard — ^Gray. 

Ephebic  Oath — from  the  Greek. 

Reveille — 'Harte. 

Marco  Bozzaris — Halleck. 

My  Fire  of  Hickory  Logs — Jackson,  H.  H. 

The  Last  Leaf — -Holmes. 

Recessional — -Kipling. 

America — Lanier. 

Song  of  the  Chattahoochee — -Lanier. 

Building  of  the  Ship — -Longfellow. 

The  First  American — Longfellow. 

Lincoln  (from  Commemorative  Ode) — Lowell. 

Indian  Summer  Reveries — -Lowell. 

Bigelow '  Papers — Lowell . 

Vision  of  Sir  Launfal — Lowell. 

Horatius  at  the  Bridge — -Macaulay. 

Evening  (from  Paradise  Lost) — Milton. 

The  Pilgrims — -O’Reilly. 

Landing  of  the  Pilgrims — -Hemans. 

Your  Lad  and  My  Lad — -Randall  Paris. 

Scottish  Chiefs — Porter. 

Plutarch’s  Lives — Plutarch. 

Kenilw  orth — -Scott . 

Ben  Hur — -Wallace. 

Call  of  the  Wild — London. 

David  Copperfield — -Dickens. 

Napoleon  Bonaparte — ^Johnston. 

Women  in  the  Making  of  America — Bruce. 

Huckleberry  Finn — Mark  Twain. 

Uncle  Tom’s  Cabin — Stowe. 

Neighbor  Jackwood — Trow^bridge.  ^ 

The  Gold  Bug — Poe. 

Aliscellaneous  books  related  to  histor\"  and  geography, 
biography  and  essays. 

Collections  of  books  for  boys  and  girls  in  public  libraries. 


English 


71 


Selections  for  study  or  memorizing  {in  whole  or  in  pari). 

Spacious  Firmament — 'Addison. 

The  Lost  Leader — -Browning. 

My  Doves — Eliz.  Browning. 

Antiquity  of  Freedom — -Bryant. 

The  Love  of  God — Bryant. 

Auld  Lang  Syne — -Bums. 

Cotter’s  Saturday  Night — -Bums. 

For  A’That  and  A’That — -Burns. 

Sweet  Afton — -Burns. 

Tam  O’Shanter — -Burns. 

Dixie — Pike. 

The  White  Ship — -Rossetti. 

B  annockburn — -Scott . 

Lady  of  the  Lake  (selections) — ^Scott. 

Rendezvous  with  Death — -Seeger. 

Quality  of  Mercy  (Merchant  of  Venice) — ^Shakespeare. 

Speech  of  Mark  Anthony  (Julius  Caesar) — -Shakespeare. 

The  Happy  Warrior — -Wordsworth. 

Note: — -Other  poems  of  value  may  be  freely  chosen x or  sub¬ 
stituted  by  the  teacher  as  special  occasions  or  needs  warrant — 
in  any  grade. 

Authors  to  he  studied. 

Poetry — -Emerson,  Bums. 

Fiction — -Irving,  Scott,  Hawthorne. 

Essays — -Emerson. 

VII-3  LANGUAGE  AND  GRAMMAR 

The  natural  divisions  of  this  subject  are  composition  (oral 
and  vn*itten)  and  technical  grammar  (the  correct  and  logical  use 
of  standard  English).  The  one  deals  with  the  clear,  forceful, 
interesting  and  satisfactory  expression  of  thoughts,  the  other 
with  the  traditional  forms  of  expression  by  which  accuracy  and 
comprehension  are  secured. 

It  must  be  remembered  that  increase  of  vocabulary  and  the 


72 


Vermont  Course  of  Study 


mastery  of  language  come  through  the  enlargement  of  the  child’s 
experience  and  knowledge,  the  consequent  need  and  discovery 
of  new  words  and  expressions,  and  their  correct  and  frequent  use. 

Clear  and  logical  oral  and  written  composition  is  obtained 
only  through  a  thorough  and  systematic  knowledge  of  the  subject 
under  discussion,  resulting  in  clear  and  logical  thought. 

Force,  emphasis  and  interest  in  composition  are  both  the 
result  and  the  measure  of  the  child’s  depth  of  interest  and  in¬ 
tensity  of  emotion,  the  vividness  of  his  conceptions  and  his  power 
of  expression.  \ 

The  whole  work  of  the  school  as  well  as  formal  lessons  in  read¬ 
ing,  composition  and  grammar  is  of  the  utmost  importance  in 
imparting  a  mastery  of  English. 

The  following  suggestions  will  apply  to  oral  work  in  all  grades: 

1.  Base  work  upon  ample  acquired  knowledge. 

2.  Avoid  stilted  and  monosyllabic  recitations.  Cultivate 
freedom  and  spontaneity.  So  far  as  practicable  have  pupils 
give  topical  recitations  and  full  explanations,  speaking  plainly 
and  in  good  sentences. 

3.  Cultivate  full  and  keen  discussions  to  the  point.  (Fre¬ 
quent  use  and  development  of  socialized  recitations). 

4.  Seek  for  an  agreeable  quality  of  voice,  and  clear  articula¬ 
tion. 

5.  Correct  typical  and  current  errors,  of  which  a  list 
'  should  be  kept.  Correction  should  as  a  rule  follow  rather 

than  interrupt  a  recitation. 

6.  Teach  the  correct  use  of  English  by: — first,  imitation; 
second,  practice  and  reading;  third,  formal  instruction;  fourth, 
interest  and  care;  always  by  forming  habit  of  correct  oral  ex¬ 
pression. 

Use  the  following  means  of  obtaining  good  oral  and  written 
expression  in  all  grades: 

1.  Wealth  of  information. 

2.  Recitations  of  length  on  topics  or  general  questions, 
addressing  the  class  as  an  audience. 

3.  Reproduction,  story-telling  and  vrritten  compositions. 

4.  Memorizing  and  re-reading  selections. 

5.  Interest  and  enthusiasm. 


English 


73 


6.  Cheerful,  constructive  criticism  and  absence  of  ridicule 
and  censure. 

7.  Much  silence  by  the  teacher,  constant  ’talking  and  writ¬ 
ing  by  pupils.  DorCt  reverse  it. 

8.  The  development  and  wise  use  of  socialized  recitations 
and  project  methods. 


FIRST  GRADE 
Language  and  Composition 

Oral  Composition. 

Devote  the  greater  part. of  the  time  to  oral  work. 

Bring  the  first  lessons  in  language  into  direct  relation  with 
the  child’s  experience  and  his  vocabulary.  When  a  normal  child 
enters  school  he  speaks  freely,  in  his  limited  vocabulary,  of  the 
objects  related  to  his  own  life;  utilize  these  experiences  and  en¬ 
courage  him  to  talk  freely  about  things  in  which  he  is  really  in¬ 
terested.  His  thoughts  will  grow  in  spontaneity,  he  will  grow 
into  habits  of  correct  forms  of  speech  and  his  vocabulary  will  be 
enlarged.  Lead  pupils  always  to  use  the  sentence  in  talking;  give 
special  attention  to  errors  of  speech  and  to  clear  enunciation. 
Constantly  guard  against  excessive  use  of  the  connectives  and 
and  so. 

Means. 

1.  Conversation  must  supply  material  for  language  de¬ 
velopment  during  first  days  of  this  grade.  This  should  be  based 
upon  a  child’s  experience  and  observations  of  home,  pets,  animals, 
books,  pictures,  trips,  etc.  Train  the  child  to  keep  to  the  topic 
and  use  short  sentences. 

2.  Reproduction  of  short,  simple  stories.  Choose  stories 
that  have  life  and  action. 

3.  Original  stories  of  not  more  than  three  or  four  short 
sentences. 

4.  Dramatize  those  stories  which  lend  themselves  to  drama¬ 
tization.  '  ■ 

5.  Through  language  games  and  constant  repetition,  teach 


74 


Vermont  Course  of  Study 


correct  forms  of  speech,  and  expressions  of  courtesy.  (Thank 
you,  excuse  me,  etc.) 

6.  Record  occasionally  pupils’  conversations,  have  them 
typewritten  or  mimeographed  and  use  for  reading  lessons. 

Aim  for  a  few  simple  things  rather  than  too  many. 

Written  Composition. 

Preparation  for  written  work. 

Copy  short  sentences  with  word  cards. 

Make  short  original  sentences  with  word  cards. 

Copy  short  sentences  with  letter  cards. 

Make  original  sentences  with  letter  cards. 

Make  short  sentences  from  teacher’s  dictation. 

Require  pupils  to  examine  their  own  work  for  correct  spelling, 
correct  use  of  capitals  and  correct  punctuation. 

Write  from  copy  simple  sentences.  Later  if  they  show 
ability  write  short  sentences  from  dictation. 

The  child  should  be  taught  to  write  his  own  name  from  copy 
and  later  from  memory,  also  name  of  home  town  and  state. 

'  Technicalities. 

Capitals. 

1.  Capitals  at  beginnings  of  sentences. 

2.  In  writing  names  of  people. 

3.  In  use  of  pronoun  I.  ’ 

Punctuation. 

Use  of  period  or  question  mark  at  end  of  sentence. 

Incorrect  forms. 

To  be  corrected  through  language  games  and  constant  use 
of  correct  forms  hy  the  pupils. 

I  done  it;  she  don’t;  he  ain’t;  him  and  I  went; 

I  come  to  school ;  I  run  to  school ;  I  knowed  it ; 

I  ain’t  got  no;  gimme  (give  me);  we  was,  etc. 

(Consult  list  of  reference  books  at  end  of  course  for  games.) 


English 


75 


SECOND  GRADE 
Language  and  Composition 

Oral  Composition. 

Review  the  course  outlined  for  Grade  I,  and  continue  to  work 
along  the  same  lines.  Encourage  pupils  to  talk  freely;  always 
insist  that  they  stick  to  the  point  and  tell  something  interesting. 
Lead  them  to  use  complete  sentences  in  talking,  and  eliminate 
unnecessary  use  of  connectives.  Increase  power  to  use  correct 
forms  of  speech  without  self-consciousness  or  a  feeling  of  restraint. 
Teach  expressions  of  courtesy  and  the  simple  forms  of  polite 
salutation  and  reply. 

Means. 

1.  Conversation  lessons  continued — 'familiar  animals  and 
objects;  personal  experiences,  excursions,  games,  pictures, 
stories  and  nature  subjects.  Restrain  the  talkative  child  kindly, 
and  develop  the  reticent. 

2.  Reproduction  of  short,  simple  stories,  telling  them  first 
in  part  and  later  in  their  entirety.  (Pupils  should  be  encouraged 
to  depend  upon  their  own  vocabulary  as  well  as  upon  exact 
words  of  narrator.)  Tell  or  read  many  to  children. 

3.  Original  stories  of  few  short  sentences. 

4.  Dramatization  of  stories. 

5.  Give  exercises  for  correct  enunciation,  pronunciation, 
and  articulation  of  words  in  which  consonant  sounds  are  fre¬ 
quently  omitted,  as  singing,  reading,  etc. 

6.  Repetition  of  jingles  and  memorizing  selections. 

Note:  Avoid  rousing  self-consciousness  by  too  many  cor¬ 
rections.  Teach  children  to  drop  voice  (with  major  inflection) 
at  end  of  sentences. 

Written  Composition. 

1.  Continue  work  with  letter  cards  as  in  First  Grade. 

2.  Pupils  should  write  some  of  the  sentences  used  in  con¬ 
versation. 

3.  By  the  end  of  the  year  the  child  should  be  able  to  write 
a  story  of  not  more  than  three  or  four  simple  related  sentences, 
correctly  spelled  and  punctuated. 


76 


Vermont  Course  of  Study 


4.  Work  for  strong  opening  and  strong  closing  sentences. 

5.  Develop  child’s  power  to  express  himself  in  an  interesting 
way,  both  in  oral  and  written  work,  and  to  use  variety  of  ex¬ 
pression. 

6.  Dictation  exercises  help  fix  correct  habits  of  spelling, 
capitalization  and  punctuation. 

7.  Teach  arrangement  of  work  with  margins  and  spacing. 

0 

Technicalities. 

Capitals. 

1.  Beginning  of  every  sentence. 

2.  Words  I  and  O. 

f 

3.  Names  of  persons  and  places 

4.  Names  of  days  of  week;  of  each  month  as  it  comes;  of 
holidays  as  they  are  observed. 

5.  Abbreviations  (Mr.,  Mrs.,  Dr.,  St.,  Vt.,  Jan.,  Feb.,  etc.) 
and  initials. 


Punctuation. 

1.  Period  at  end  of  statement  and  after  abbreviations  and 
initials. 

2.  Question  mark  at  end  of  question.  (Teach  to  change 
form  of  No.  1  and  No.  2  and  punctuate  properly). 

3.  Punctuation  of  address. 

4.  Apostrophe  in  contractions. 

Errors  of  Speech. 

Drill  on  correct  forms  by  means  of  language  games. 

We  sung  it.  I  done  it.  He  hadn’t  ought.  We  et  it.  My 
pencil  is  broke.  Her  and  I  went.  I  ain’t  got  no.  It’s  tore. 
We  drawed,  etc. 

Watch  out  for  incorrect  use  of  past  tense. 

Time  Allotment: — About  three  fourths  of  language  time 
should  be  given  to  oral  expression  including  correction  of  errors* 
one  fourth  to  written  and  technical  work. 


English 


77 


THIRD  GRADE  ' 

Language  and  Composition 

The  teacher  should  review  thoroughly  the  work  outlined  for 
the  first  and  second  years  and  should  advance  along  the  same 
lines.  She  should  note  carefully  the  prevailing  errors  in  the 
oral  language  of  her  pupils  and  make  corrections  in  a  forceful 
way.  Also  train  them  in  the  correct  use  of  new  words. 

Oral  Composition. 

1.  Aim  to  secure  more  orderly  talking  than  in  preceding^ 
grades. 

2.  Teach  pupils  to  think  the  sentence  before  speaking  it. 
Train  in  sentence  sense.  Work  for  ability  to  detect,  through 
listening,  the  number  of  sentences  (not  to  exceed  three)  in  a  short 
story  repeated  by  teacher  or  other  pupil, 

3.  Through  imitation  make  pupils  familiar  with  the  short 
exclamatory  and  interrogative  sentences  as  a  medium  for  variety 
of  expression. 

4.  Train  pupils  in  the  habit  of  speaking  very  distinctly,  of  * 
making  themselves  heard,  of  speaking  in  a  natural  tone  of  voice. 

5.  Train  pupils  to  criticize  their  own  work  and  that  of 
others. 

Means. 

1.  Conversations  continued,  based  upon  the  pupiTs  ob¬ 
servation  and  calculated  to  stimulate  interest,  inspire  confidence, 
correct  errors  of  speech  and  increase  child’s  vocabulary.  Each 
exercise  should  have  a  specific  purpose.  At  all  times  keep  in 
mind  logical  arrangement  of  ideas,  the  construction  of  the  sen¬ 
tences  and  the  proper  choice  of  words. 

2.  Picture  study.  Study  masterpieces  for  appreciation. 
Use  also  simple  colored  pictures  of  interest  to  stimulate  connected 
talking. 

3.  Narrative,  reproduced  and  original.  > 

4.  Description  of  animals,  flowers,  places  visited,  etc. 

5.  Dramatization. 

6.  Drills  on  enunciation  and  pronunciation.  Keep  a  Ikt 


78 


Vermont  Course  of  vStudy 


of  words  commonly  mispronounced  and  poorly  enunciated  written 
in  a  conspicuous  place  on  the  blackboard  and  drill  frequently. 

7.  Drills  to  inerease  vocabularies. 

In  both  oral  and  written  work  require  complete  statements. 
Written  Composition. 

1.  Emphasis  in  Grade  III  should  be  placed  upon  the  de¬ 
velopment  of  a  paragraph,  composed  of  two  or  three,  or  possibly 
four  sentences.  In  Grade  II  pupils  have  learned  to  write  com¬ 
plete  statements.  In  this  grade  the  sentences  should  refer  to 
the  same  topic  and  be  written  in  paragraph  form. 

Make  written  work  a  natural  outgrowth  of  oral. 

Teach  three  things  about  a  paragraph. 

^  1.  Leave  margin. 

2.  Indent. 

3.  Make  sentences  follow  each  other. 

'2.  Make  certain  that  the  pupils  show  in  writing  that  they 
have  learned  through  oral  work  where  one  sentence  ends  and 
another  begins.  Give  drills  to  develop  sentence  sense.  (Refer 
to  Oral  Composition). 

3.  Build  up  group  compositions,  teacher  writing  para¬ 
graph  on  the  board,  pupils  discussing  punctuation  and  capitaliza¬ 
tion  as  each  step  is  taken. 

4.  Dictation.  The  dictation  exercises  help  fix  correct 
habits  of  spelling,  punctuation  and  capitalization.  Attention 
is  iocused  entirely  upon  those  written  technicalities  assigned  to 
the  grade. 

Suggestions  for  prepared  dictation.  ^ 

a.  Write  subject  matter  on  board,  study  with  children, 

/• 

cover,  dictate,  then  compare  and  correct. 

•b.  Give  dictation  exercises  daily  in  first  four  grades; 
at  least  three  times  weekly  in  grade  five,  six,  seven  and 
eight.  Dietate  distinctly  in  brief  phrases,  do  not 
repeat  and  do  not  let  exercise  drag. 

•c.  Review  in  later  exercises  points  not  sufficiently  mastered. 

d.  Have  content  of  dictation  worth  while. 


English 


79 


5.  Writing  of  short  friendly  letters. 

1.  Let  pupils  copy  short  letters  from  board. 

2.  Dictate  the  same  letters. 

3.  Copy  letters  as  given  in  book. 

4.  Write  short  friendly  letters  if  ability  is  shown. 

Choice  of  Topics. 

A  large  part  of  the  success  of  English  work  will  depend  upon 
topics  chosen.  They  should  be  drawn  from  many  sources,  and 
not  only  interest  children  and  develop  power  of  sxpression,  but 
should  also  inform,  and  stimulate  observation  and  inquiry. 
Topics  should  be  freely  given  to  look  up  and  report  on  at  the. 
next  recitation.  The  following  are  suggestive  fields. 

a.  Children's  Experiences. — -At  home,  brothers  and  sisters:, 

playmates,  pets,  gardens,  games,  outings,  vacations, 
home  tasks.  Description  of  familiar  and  special 
subjects,  places  and  scenes.  School  life,  work,  play, 
behavior,  special  events  and  exercises. 

b.  Nature  Study.  Description,  study,  and  incidents  about 

birds,  animals,  flowers,  weeds,  butterflies,  bees, 
weather  and  seasons,  topics  connected  with  home 
geography. 

c.  Life  of  the  City  or  Town.  Work  of  firemen,  policemen, 

board  of  health  and  other  officials.  Work  of  men 
and  women  in  trades  and  industries;  grocers,  druggists, 
farmers,  street-car  men,  carpenters;  telephone,  elec¬ 
tric  lights,  post-office,  etc. 

d.  How  to  he  a  Good  Citizen.  Prevention  of  fires  and 

accidents,  keeping  the  city  clean,  good  health,  be¬ 
havior  in  public,  honesty,  industry,  truthfulness,  etc. 

e.  Literature,  pictures,  history  lessons,  current  events, 

etc.,  used  in  school  work. 

Technicalities  ' 

Capitals. 

1.  Review  uses  taught  in  Grade  II. 

2.  Name  of  a  town,  a  state,  child’s  own  school. 


so 


Vermont  Course  of  Study 


■3.  Names  of  months.  (Teach  to  spell.) 

4.  Each  important  word  in  title  of  composition. 

Punctuation. 

1.  Review  work  of  first  two  years. 

2.  Exclamation  mark  at  end  of  sentence  and  after  words 

expressing  surprise. 

3.  Period  and  comma  in  writing  date,  address  and  heading 

for  letter. 

A,  Use  of  apostrophe  to  show  possession. 

Ahhrevidtlons. 

U.  S.,  Mr.,  Mrs.,  Dr.,  Vt.,  St.,  A.  M.,  P.  M.,  Ans.,  ct., 
doz.,  etc. 

Contractions. 

NOT  with  verb  forms,  as — ^can’t,  isn’t,  aren’t,  don’t, 
doesn’t;  etc.;  I’ll,  I’ve,  I’m,  etc. 

Plurals. 


Teach  formation  of  plurals  in  s. 

-Homonyms.  (Do  not  teach  together). 

Hear — ’here ;  our — hour ;  meet — 'meat ;  dear — 'deer ;  won — • 
one;  write — ^right;  week — weak;  new — knew; 'etc. 

JErrors  of  Speech.  ^ 

Teach  use  of  correct  forms  through  games. 

I  done  it.  He  brung.  He  don’t.  This  is  youm.  I 
was  to  school.  It  is  him.  Do  like  I  do.  I  can’t  find 
it  nowhere.  (Correct  others  as  they  arise). 

Drill  on  list  for  second  year. 

Time  Allotment: — Three  fourths  of  language  time  to  oral 
expression  including  correction  of  errors;  one  fourth  to  written 
a.nd  technical  work. 


English 


81 


FOURTH  GRADE 
Language  and  Composition 
Oral  Composition. 

"  The  teacher  should  advance  along  the  lines  suggested  for  the 
Third  Grade  and  use  the  greatest  care  in  her  choice  and  presenta¬ 
tion  of  subject  matter.  In  all  recitations  train  pupils  to  express 
their  thoughts  with  force  and  decision. 

1.  Aim  to  strengthen  the  “sentence  sense,”  ability  to  de¬ 
tect  through  listening  the  number  of  sentences  (not  to  exceed 
four)  in  a  short  story  repeated  by  teacher  or  other  pupil. 

2.  Continue  work  on  paragraph  and  lengthen  to  four  or 
five  sentences. 

3.  Train  pupils  to  select  a  particular  “phase”  of  their 
subject  and  tie  up  each  sentence  to  it. 

Continue  through  drills  to  work  for  clear  articulation  and 
enunciation. 

5.  Work  for  logical  arrangement  of  theought  and  expression. 

Develop  carefully  and  systematically  following  types  of 
oral  expression. 

1.  Reproduction: — Of  stories  or  passages  heard,  read,  or 

studied,  and  of  regular  lessons  (geography,  history, 
etc.)  Pupils  should  strive  to  secure  the  main  thought 
or  plot,  contunuity  and  proper  relation  of  parts. 

2.  Conversations,  descriptions,  and  narratives: — 'About 

nature  subjects,  personal  experiences,  local  events  or 
places,  prominent  men  and  women  (living  and  dead), 
pictures  and  literature.  Cultivate  an  animated,  vivid 
style.  Pupils  should  constantly  gain  in  power  to  use 
modifying  words  and  phrases,  in  free  use  of  details, 
and  in  variety  of  thought.  Recitations  should  gen¬ 
erally  be  brief  and  to  the  point. 

3.  Imaginative  stories: — Pupils  may  represent  an  inanimate 

object,  an  animal,  another  child  or  character,  and 
present  the  conversation  or  experiences  of  the  char¬ 
acter  chosen.  Fables,  myths,  history  tales,  anecdotes 
may  be  used  freely  to  give  ideas.  Work  for  vivid 


82 


Vermont  Course  or  Study 


mental  pictures,  with  detail  in  description,  plot  and 
movement  in  narration,  and  originality.  Teach  how 
to  expand  a  statement  or  thought  by  adding  details. 
Simplicity,  consecutive  thought  (sticking  to  the  idea) 
and  interest  are  chief  ends  to  be  sought. 

Means. 

1.  Encourage  free  and  correct  conversation.  Care  should 
be  taken  to  avoid  such  close  criticism  of  form  as  to  interfere  with 
spontaneity  of  thought.  Errors  of  speech  should  receive  atten¬ 
tion  at  the  proper  time. 

2.  When  properly  conducted,  the  recitation  in  history 
geography,  etc.  presents  excellent  opportunity  for  oral  expression. 

3.  Pupils  should  be  encouraged  to  tell  stories.  Let  them 
try  to  express  the  same  thought  in  several  ways  and  then  choose 
the  most  forceful  and  pleasing  wording. 

4.  Descriptions  of  individual  experiences,  changes  in  • 
nature,  etc. 

5.  Through  means  of  conversation  lead  pupils  to  distin¬ 
guish  between  statement,  question  and  command. 

6.  Make  lists  of  synonyms  and  antonyms  to  increase 
variety  of  expression. 

Written  Composition. 

1.  Insist  on  neatness  and  good  arrangement  in  all  wrritten 
work. 

2.  Paragraphs  should  be  grammatically  correct,  correctly 
punctuated,  correctly  spelled,  indented  and  with  margin. 

3.  Give  much  practice  in  writing  of  the  short  familiar  letter. 
Motivate  this  work  to  increase  interest. 

4.  Reproduce  a  one-paragraph  story  with  or  without  the 
help  of  questions. 

5.  Start  outline  making.  (Following  directions  in  Silent 
Reading). 

6.  Much  dictation  work  for  technicalities  of  this  and  pre¬ 
ceding  grades. 

7.  Vocabulary  work  continued. 

8.  Make  systematic  use  of  the  blackboard  for  group  work. 


English 


83 


Grammar. 

Sentence: — What  it  is,  how  it  should  be  written. 

Kinds : — •Declarative,  interrogative,  imperative,  exclama 
tory. 

Punctuation  of  each  kind. 

Technicalities 

Capitals. 

1.  Beginning  of  every  sentence.  6. 

2.  Beginning  of  every  line  of  poetry.  7. 

3.  I  and  O.  8. 

4.  Names  of  persons  and  places.  9. 

5.  Names  of  days  of  week.  10. 

Punctuation.  > 

1.  Period  at  end  of  sentence  and  after  abbreviations. 

2.  Interrogation  mark. 

3.  Exclamation  mark. 

4.  Punctuation  in  address  and  letter  heading 

5.  Undivided  quotations. 

6.  Use  of  comma  after  YES  and  NO. 

7.  Use  hyphen  properly  when  word  is  divided  at  end  of  line. 

Abbreviations. 

Dr.,  Rev.,  P.  O.,  Ave.,  R.  F.  D.,  Supt.,  pt.,  qt.,  pk.,  bu.,  gal., 
ft.,  in.,  etc. 

Contractions. 

Drill  on  common  contractions  of  verb  with  NOT;  ’tis,  he’s, 
that’s,  o’clock,  etc. 

Plurals. 

In  S  and  ES. 

Begin  dictionary  study  for  pronunciation  and  definition. 


/ 

Names  of  months. 
Titles  of  books. 
Names  of  Deity. 
Quotations. 

Parts  of  a  letter. 


84 


Vermont  Course  of  Study 


Homonyms.  (Do  not  teach  together). 

To,  two,  too;  road,  rode;  sea,  see;  blew,  blue;  would,  wood; 
their,  there;  heard,  herd;  great,  grate;  steel,  steal,  etc. 

r 

Errors  of  Speech. 

He  come  back.  There  was  about  seven.  We  have  saw 
them.  Can  I  have  a  drink?  If  I  was.  Where  was  you? 
sister  learned  me  to  sew.  Them  are  easy.  Me  and  Frank  will  go. 
Watch  out  also  for  other  errors.  Prevalent  types  are: — 

(1)  Verb  errors, — ^confusion  of  past  and  past  participle, 

wrong  number,  confusion  of  can  and  may,  sit  and  set, 
lie  and  lay,  teach  and  learn,  etc. 

(2)  Pronorm  errors, — wrong  cases  of  personal  and  relative 

pronouns. 

(3)  Mispronunciations, — ^clipping  words,  vTong  accents, 

wrong  vow'el  sounds,  etc. 

(4)  Colloquial  and  slang  expressions, — Teachers  should 

watch  for  errors  of  these  types  and  within  reasonable 
limits  eliminate  them. 

Time  Allotment:  Same  as  for  Grade  III. 

FIFTH  GRADE 

Language  and  Composition 

By  this  time,  if  the  work  of  the  preceding  grades  has  been 
well  taught,  pupils  should  be  willing  to  talk  and  able  to  talk 
fairly  easily.  The  composition  work  of  this  and  subsequent 
grades  should  show: — 

1.  Greater  variety  of  expression. 

2.  Better  choice  of  descriptive  words. 

3.  More  originality. 

4.  Stronger  opening  and  closing  sentences. 

I 

Oral  Composition. 

1.  Aim  to  make  the  oral  English  period  one  of  real  interest 
to  the  pupil.  Use  current  events  and  live  topics. 


I 


English 


85 


2.  Make  the  pupils  think  it  is  a  desirable  thing  to  be  able 
to  speak  good  English. 

3.  Continue  to  impress  on  pupils  the  desirability  of  speak¬ 
ing  slowly  and  distinctly  and  making  oneself  heard  in  all  parts  of 
the  class-room. 

4.  While  talking,  pupils  should  stand  erect  and  away  from 
the  desk. 

5.  Making  of  outlines. 

Means. 

1.  Study  the  opening  sentences  of  several  good  stories. 
Lead  pupils  to  note  the  directness  of  the  opening  sentence.  Or¬ 
dinarily  the  when,  where,  and  who  may  be  found  in  the  opening 
sentence.  Encourage  pupils  to  bring  to  class  for  discussion 
strong  opening  sentences  from  stories  which  they  have  read. 
Note  how  the  well  chosen  words  strengthen  and  beautify  the 
sentence  and  add  to  the  clearness  of  the  picture. 

2.  Sentence  Sense.  Give  child  much  practice  in  training 
for  sentence  sense : — 

a  .  To  detect  through  listening  the  number  of 
sentences  (not  to  exceed  four)  in  a  short  story  repeat- 
by  the  teacher  or  other  pupil. 

b.  To  repeat  after  hearing. 

c.  To  give  back  orally  the  subject  and  predicate  to¬ 
gether. 

3.  Begin  the  study  of  outlines  of  model  compositions.  By 
conversation  and  questioning,  pupils  should  be  led  to  see  the 
principle  which  is  involved.  The  outline  should  be  put  upon  the 
blackboard.  This  work  should  be  made  the  basis  of  instruction 
in  paragraphing.  Illustrate  the  principle  by  the  use  of  regular 
text  books  in  geography,  history,  etc.,  leading  pupils  to  see  that 
in  each  paragraph  there  is  only  one  central  thought.  Each  main 
division  of  the  outline  should  be  the  basis  of  a  separate  paragraph. 
The  habit  of  making  out  topics  and  sub-topics  for  a  subject  will 
lead  to  clear  thinking  in  all  oral  and  written  work. 

4.  “Children  must  be  taught  to  narrow  their  subjects. 
This  focuses  thinking  and  establishes  a  single  point  of  view. 


Vermont  Course  of  Study 


8(^ 

They  must  be  trained  to  single  out  some  particular  point  and 
work  that  up  for  all  it  is  worth.  Unless  this  is  done,  children 
v/ill  invariably  write  paragraphs  that  contain  a  little  of  every¬ 
thing  and  not  much  of  anything.  ”  (From  Sheridan’s  ‘  ‘Speaking 
and  Writing  English.”)  Valuable  suggestions  on  subject  and 
the  ‘  ‘single  phase  idea,  ”  together  with  lists  of  compositions  may 
be  found  in  the  book  above,  pp.  14-39.  For  suggestions  on 
motivation,  see  Wilson’s  “Motivation  of  School  Work,”  Chapter 
VI. 

5.  Give  plenty  of  practice  in  single  paragraph  composition. 
Occasionally  allow  pupils  to  write  longer  ones. 

6.  Extended  word  study  by  practice  and  use  of  dictionary 
to  develop  variety  and  richness  of  expression.  Study  synonyms 
(great,  large,  big,  huge;  fine,  splendid,  nice,  lovely,  beautifuj.,  etc.) 

Written  Composition, 

Each  pupil  should  be  provided  with  a  large  envelope  in  which 
are  placed  his  weekly  compositions  with  corrections  noted.  All 
compositions  should  be  dated  so  that  progress  from  week  to 
week  may  be  shown. 

1.  Pupils  should  be  assigned  subjects  of  both  narration 
and  description,  subjects  to  exercise  both  imagination  and 
memory. 

2.  The  study  and  imitation  of  model  compositions,  narra¬ 
tive  and  descriptive. 

3  Write  title  on  first  line  with  all  important  words  capi¬ 
talized.  Begin  composition  on  the  third  line,  indented  one  inch 
from  marginal  line.  Keep  a  margin  of  one  inch  unless  a  wider 
one  is  indicated  by  a  red  line. 

Lessons  developed  orally  as  indicated  are  often  followed  by 
some  written  work. 

Subjects  for  Compositions.  See  Grades  III  and  IV,  also  Sheridan's 
*  ^Speaking  and  Writing  English." 

4.  Reproduction  work.  Teacher  should  not  accept  work 
showing  carelessness  and  indifference. 

5.  Much  dictation  work  to  drill  on  technicalities  of  this 


/ 


English  87 

grade  and  of  preceding  grades.  (See  suggestions  for  Grade  III). 

6.  Write  real  letters  insisting  on  correct  form.  The  letter 
should  have  to  do  with  the  child’s  interests,  and  what  he  finds 
necessary  to  communicate. 

Constantly  read  to  pupils  good  types  of  letters. 

Ha\e  real  letters  brought  in  for  discussion. 

7.  Make  outlines  of  model  compositions  with  the  pupils. 

Let  them  follow  the  given  outlines  in  reproducing. 

< 

Grammar. 

Review  kinds  of  sentences. 

Teach  simple  and  complete  subject  and  predicate. 

Parts  of  speech — ’nouns,  personal  pronouns  and  verbs. 

Free  and  informal  use  of  such  terms  as  subject,  predicate, 
noun,  pronoun  and  verb.  Drill  in  use  of  descriptive  words. 

Technicalities 

Capitals. 

1.  Titles  attached  to  persons’  names. 

2.  First  word  and  principal  word  in  greeting  of  letter. 

3.  First  word  only  in  ending  of  letter. 

4.  Addressing  envelopes. 

5.  Lines  of  poetry. 

Punctuation.  \ 

1.  Review  uses  already  taught. 

2.  Comma — review  uses  taught,  also  comma  in  a  series  of 
words. 

3.  Apostrophe: — Marks  omission  of  letter  or  letters. 

(1)  Contractions. 

(2)  As  a  sign  of  possession. 

4.  Divided  quotations. 

Continue  dictionary  study  for  pronunciation  and  meaning. 
Teach  meaning  of  marks  used. 

Plurals. 

In  S  and  ES.  Wo'rds  ending  in  f ,  change  f  to  v  and  add  es. 


88 


Vermont  Course  of  Study 


Final  Y  preceded  by  a  consonant. 

Final  Y  preceded  by  a  vowel. 

Homonyms.  (Do  not  teach  together). 

Through,  threw;  sale,  sail;  pair,  pare,  pear;  maid,  made; 
beat,  beet;  waste,  waist;  gait,  gate;  etc. 

Errors  of  Speech. 

Teach  correct  forms  of  common  verbs. 

See,  saw,  seen;  draw,  drew,  drawn;  bring,  brought; go,  went, 
gone;  come,  came;  do,  did,  done;  write,  wrote,  vrritten. 
Time  Allotment: — Allow  for  oral  work  fully  one  half  the 
language  time;  for  written  composition  one  fourth,  and  for 
technical  and  grammar  work,  one  fourth. 

SIXTH  GRADE 

Language  and  Composition 

Read  carefully  and  follow  work  on  composition^ as  outlined 
for  Grade  V,  and  emphasize  strongly  “general  suggestions  for 
all  grades.” 

Oral  Composition. 

Oral  work  is  far  more  important  than  written  work. 

1.  Increase  length  of  paragraph  to  five  or  more  sentences, 
focusing  thought  of  paragraph  upon  some  single  phase  of  theme. 
Continue  drill  for  strong  opening  and  closing  sentences. 

2.  Work  constantly  in  recitation  and  through  drill  for  clear 
enunciation,  articulation  and  inflection. 

3.  Use  devices  for  increasing  vocabulary.  Do  not  be 
afraid  to  use  appropriate  words  whether  or  not  children  are 
familiar  with  them.  In  connection  with  reading  lesson  select  one 
or  more  words  for  specific  study,  each  child  keeping  those  words 
in  note  book  for  reference. 

4.  Aim  for  gaining  greater  variety  of  expression  through 
substitution  of  phrases  and  synonyms,  lists  of  descriptive  words, 
etc. 

5.  Subjects  of  compositions  should  be  such  that  pupils 


English 


89 


become  interested.  “Subjects  should  be  personal,  definite  and 
brief.  A  good  subject  is  half  the  battle.  There  is  all  the 
difference  in  the  world  between  having  to  say  something  and 
having  something  to  say,”  (Sheridan’s  “Speaking  and  Writing 
English.”  pp.  14-23). 

6.  Simple  oral  book  reports. 

7.  Stress  work  on  outlines.  Train  pupils  to  make  outlines 
independently. 

8.  Elaboration  of  topic  sentence. 

9.  Train  in  sentence  sense.  (See  directions  in  Grades  4 
and  5.) 

t 

Written  Composition. 

1.  Note  and  follow  suggestions  for  oral  composition. 
Writing  should  be  generally  done  in  regular  recitation  period 
under  supervision  of  the  teacher.  Ordinarily  the  length  should 
be  one  side  of  one  sheet  of  large  paper. 

2.  Short  compositions  written  from  outlines  based  on 
stories  or  picture  study,  etc.  Under  the  direction  of  the  teacher 
at  the  black-board  the  class  should  outline  the  first  composition 
of  the  year;  later  they  should  be  able  to  make  their  own  outlines. 

3.  Teach  the  parts  of  a  letter.  Review  friendly  letter. 
Work  for  originality. 

4.  Teach  business  letters,  formal  and  informal  notes  of  in¬ 
vitation.  Be  sure  to  see  that  they  are  correct  in  form. 

Valuable  suggestions  on  letter  writing  may  be  found  in 
Klapper’s  “The  Teaching  of  English,”  pp.  130-133;  Wilson’s 
“Motivation  of  School  Work,”  Sheridan’s  “Speaking  and 
Writing  English;  ‘ ‘Oral  and  Written  English,” ‘  Potter,  Jeschke, 
Gillet. 

5.  Short  book  reports. 

6.  Dictation  work  for  drill  on  technicalities. 

7.  Continue  study  and  imitation  of  model  compositions. 
Each  pupil  should  be  provided  with  a  large  envelope  in  which  are 
placed  his  weekly  compositions  with  corrections  noted.  All 
compositions  should  be  dated  so  that  progress  from  week  to  week 
may  be  noted. 


90 


Vermont  Course  of  Study 


Grammar 

A  few  years  ago  grammar  meant  only  the  teaching  of  formal 
definitions.  Then  this  way  was  rejected  altogether  and  the 
change  proved  just  as  unsatisfactory.  To-day  teachers  believe 
in  a  rational  combination  of  the  two.  Technical  grammar  should 
be  taught  inductively;  yet  we  retain  many  of  the  old  time  de¬ 
finitions  as  a  sequence  to  inductive  study.  Work  must  be 
systematically  given  throughout  the  year.  All  work  should  be 
very  simple. 

Pupils  should  make  a  study  of  words  that  point  out,  that 
describe,  that  show  how,  where,  when.  They  should  be  given 
work  in  the  substitution  of  synonyms  and  phrases,  for  the  purpose 
of  giving  fluency  and  variety  of  expression. 

Drills  should  be  frequently  given  in  the  choice  of  preposi¬ 
tions,  of  adjectives  and  of  adverbs,  and  in  the  formation  of  ad¬ 
verbs  from  adjectives. 

1.  Review  four  kinds  of  sentences. 

2.  Review  complete  and  simple  subject  and  predicate. 

3.  Parts  of  speech — -names,  recognition,  and  general  use. 

Nouns — common  and  proper,  singular  and  plural, 
possessive  singular  and  plural. 

Pronouns — 'personal  (three  persons  and  all  forms). 
xAiso  correct  use  of  who  and  whom. 

Verbs.  Work  only  for  recognition  and  correct  use. 

Adjectives — Words  that  modify  nouns. 

Adverbs — -Words  showing  time,  place  and  manner — 
with  verbs  onlv. 

Prepositions — '(optional) . 

Conjunctions — (optional). 

Interjections — ^(optional). 

Tecanicalities 
Capitals  and  punctuation. 

Give  much  dictation  work  for  uses  of  capitals  and  punctua¬ 
tion  Use  quotation  marks  to  enclose  titles  of  books,  poems  or 
stories  that  form  parts  of  sentences. 

Continue  use  of  dictionary. 

Review  abbreviations  and  contractions. 


English 


91 


Plurals. 

1.  Review  rules  already  taught. 

2.  Where  singular  form  is  changed  for  plural. 

3.  Where  there  is  only  one  form  for  both  singular  and 
plural. 

Errors  of  Speech. 

Drill  on  correct  forms  of  irregular  verbs ; — ■ 

Lie,  lay,  lain;  drink,  drank,  drunk;  sit,  sat,  set;  set,  etc. 

Correct  use  of  auxiliaries  shall,  will,  can  and  may.  Review 
regular  and  special  subjects  by  written  exercises.  Have  pupils 
preserve  and  file  these  for  reference. 

Time  Allotment: — ^About  two-fifths  of  language  time  for 
oral  expression  and  composition,  including  its  correction  and 
improvement ;  about  one  fifth  for  written  composition  and 
technical  corrections;  about  two-fifths  for  grammar. 

GRADE  VII 
Composition 

The  aims  of  the  work  in  this  and  following  grades  are  well 
expressed  in  the  report  of  the  National  Joint  Committee  as 
follow's : — 

“Expression  in  speech  includes; 

(a)  Ability  to  answer  clearly,  briefly  and  exactly,  a  question 
on  which  one  has  the  necessary  information. 

(b)  Ability  to  correct  and  organize  material  for  oral  dis¬ 
course  on  subjects  of  common  interest. 

(c)  Ability  to  present  with  dignity  and  effectiveness  to  a 
class,  club  or  other  group  material  already  organized. 

(d)  Ability  to  join  in  an  informal  discussion,  contributing 
one’s  share  of  information  or  opinion,  without  wandering  from 
the  point  and  without  discourtesy  to  others. 

(e)  For  those  who  have,  or  hope  to  develop,  qualities  of 
leadership,  ability,  after  suitable  preparation  and  practice,  to 
address  an  audience  or  conduct  a  public  meeting  with  proper 
dignity  and  formality^  but  without  stiffness  or  embarrassment. 


92 


Vermont  Course  of  Study 


(f)  Ability  to  read  aloud  in  such  a  way  as  to  convey  to  the 
hearers  the  writer’s  thought  and  spirit  and  to  interest  them  in 
the  matter  presented. 

Note: — All  expression  in  speech  demands  distinct  and  natural 
articulation,  correct  pronunciation,  the  exercise  of  a  sense  for 
correct  and  idiomatic  speech,  and  the  use  of  an  agreeable  and 
well-managed  voice.  The  ^speaker  should  be  animated  by  a 
sincere  desire  to  stir  up  some  interest,  idea,  or  feeling  in  his 
hearers. 

Expression  in  writing  includes : 

(a)  Ability  to  write  a  courteous  letter  according  to  the 
forms  in  general  use  and  of  the  degree  of  formality  or  informality 
appropriate  to  the  occasion . 

(b)  Ability  to  compose  on  the  first  draft  a  clear  and  read¬ 
able  paragraph,  or  series  of  paragraphs,  on  familiar  subject 
matter,  with  due  observance  of  unity  and  order  and  with,  some 
specific  detail. 

(c)  Ability  to  analyze  and  present  in  outline  form  the  gist 
of  a  lecture  or  piece  of  literature  and  to  write  an  expansion  of 
such  an  outline. 

(d)  Ability,  with  due  time  for  study  and  preparation,  to 
plan  and  work  out  a  clear,  well-ordered,  and  interesting  report 
of  some  length  upon  one’s  special  interests — -literary,  scientific, 
commercial  or  what  not. 

(e)  For  those  who  have  literary  tastes  or  ambitions,  ability 
to  write  a  short  story,  or  other  bit  of  imaginative  composition, 
with  some  vigor  and  personality  of  style  and  in  proper  form  to  be 
submitted  for  publication,  and  to  arrange  suitable  stories  in 
form  for  dramatic  presentation. 

Note. — All  expression  in  writing  demands  correctness  as  to 
formal  details,  namely',  a  legible  and  firm  handwriting,  correct 
spelling,  correctness  in  grammar  and  idiom,  and  observance  of 
the  ordinary  rules  for  capitals  and  marks  of  punctuation;  the 
writer  should  make  an  effort  to  gain  an  enlarged  vocabulaiy",  a 
concise  and  vigorous  style,  and  firmness  and  flexibilit}^  in  con¬ 
structing  sentences  and  paragraphs.” 


English 


93 


The  development  of  ability  as  outlined  above  should  be  the 
«onstant  aim  of  all  instruction  in  English. 

Teaching  should  include: 

1.  Instruction  in  securing  and  organizing  ideas. 

2.  Reading  for  purpose  of  information  and  use. 

3.  Study  of  good  models  adapted  to  work  on  hand. 

4.  Organization  of  preparation  and  expression  as  outlined 

herewith : — ■ 

1.  Preparation: — ^Observation,  reading,  study,  ex¬ 

periences,  experiments,  thinking,  etc. 

2.  Construction  of  Plan  or  Outline: — -Introductory 

sentence  or  paragraph,  subdivisions  and 
headings,  climax  and  conclusion. 

3.  Telling  or  Writing  the  Exercise: — Choice  of 

style,  mode  of  treatment,  attention  to  clear¬ 
ness,  interest,  form,  choice  of  words  and  ex¬ 
pressions,  arrangement,  etc. 

4.  Improvement  of  Production  by  Pupil: — -By 

correction  of  errors,  comparison  with  good 
models,  simplifying  or  expanding,  etc. 

Oral  work: 

\ 

To  include  reproduction,  summary  of  matter  read  or  heard, 
conversation,  discussion,  description,  narration,  invention,  and 
story-telling.  Seek  for  simple,  forcible  and  correct  language, 
good  choice  of  words  and  the  main  attributes  of  good  style — ■ 
clearness,  unity,  force  and  interest. 

Written  work: 

To  include  reproduction,  dictation  (for  accuracy,  form  and 
speed)  varied  essay  work,  illustrated  compositions,  letters 
(friendly,  social  and  business  correspondence),  study  and  analysis 
of  literary  selections  (for  appreciation  and  acquisition  of  good 
qualities),  construction  and  use  of  outlines,  etc.  Study  speci¬ 
mens  of  narration,  description,  invention,  poetry  and  exposition 
taken  from  books,  magazines  and  newspapers,  and  have  pupils 
write  similar  paragraphs  or  articles.  Require  reports  on  home 
reading,  and  review  or  discussion  of  current  events,  magazine 


94 


Vermont  Course  or  Study 


articles,  etc.  Emphasize  particularly  vocational  themes,  busi¬ 
ness  problems  and  commercial  pursuits;  manual  trades  and  in¬ 
dustries;  domestic  arts  and  the  horne;  higher  education  and  the 
professions. 

Cultivate  a  clear,  direct  style  and  teach  the  use  of  modifying 
words  and  phrases,  dependent  clauses  for  subordinate  ideas, 
various  kinds  of  sentences,  use  of  conversation,  etc.  to  give 
variety,  interest  and  force.  In  this  and  higher  grades,  pupils 
should  be  able  to  choose  words  and  vary  expression  with  some 
degree  of  freedom  in  order  to  produce  a  desired  result. 

Continue  work  with  synonyms  for  discriminating  choice  of 
words.  Cultivate  the  dictionary  habit. 

T  echnical. 

Practical  work  in  arrangement  and  correct  form  of  written 
exercises.  Capitals,  punctuation  and  abbreviations  continued 
(do  not  neglect  less  common  abbreviations — C.  0.  D.,  e.  g.,  i.  e., 
viz.,  etc.,  Messrs.,  A.  D.,  B.  C.,  Atty.,  Jr.,  Sr.,  and  the  like.) 
Correction  of  errors. 

See  suggestions  for  technical  work  in  previous  grades. 

GrAmmar. 

I.  A  study  of  the  sentence. 

a.  Classification  as  to  meaning — ^declarative,  etc. 

b.  Classification  as  to  form — -sim-ple,  compound,  com¬ 

plex. 

c.  Elements  of  a  sentence — subject  (noun,  pronoun, 

group  of  words)  predicate. 

d.  Analysis — 'Use  chiefly  simple  sentences  and  easy 

complex  and  compound  sentences. 

II.  Parts  of  speech,  (have  all  definitions  simple  and  clear). 

a.  Nouns.— Classes — -common  and  proper;  gender; 

number;  case — -nominative  as  subject,  predicate 
nominative;  possessive  singular  and  plural;  ob¬ 
jective  as  object  of  verb  and  of  preposition. 

b.  Adjectives — -Descriptive  and  limiting,  comparison. 

c.  Pronouns — -Personal,  relative,  interrogative,  with 

declensions;  person;  number,  gender  and  case 
uses  as  for  nouns. 


English 


95 


d.  Verbs. — 'Principal  parts;  regular  and  irregular;  six 

tenses  (indicative  mood,  active  voice  only) ;  verb 
phrases;  person  and  number  to  agree  with  the 
subject. 

e.  Adverbs — 'Classes  (manner,  time,  place,  degree.) ; 

comparison;  used  to  modify  verbs,  adjectives  and 
other  adverbs. 

f.  Conjunctions — -Definition  and  recognition  only. 

•  Do  not  teach  classification.  Teach  list. 

g.  Prepositions — 'Definition  and  recognition.  Teach 

list. 

h.  Interjections — ^Definition,  recognition,  and  state¬ 

ment  of  nature  of  emotion  expressed — -surprise, 
excitement,  fear,  anger,  grief,  etc. 

The  chief  aim  in  teaching  parts  of  speech  is  to  secure  ability  ♦ 
to  recognize  them  at  sight,  and  to  tell  how  they  are  used  in  the 

sentence.  Adopt  the  uniform  style  of  recitation  “( - - — )  is 

( - )  because  (here  give  definition);  it  is  used  to( - ^).” 

In  further  recitation  regarding  case,  number,  classes,  tense, 
etc.,  continue  similar  fornl — -‘Tt  is  (the  nominative  case)  because 
(it  is  the  subject  of  the  verb).” . 

Remember  work  in  grammar  must  be  simple — much  is  in¬ 
tentionally  left  for  later  grades — but  it  must  be  so  thorough  that 
pupils  are  sure  of  their  knowledge  as  far  as  they  go. 

Use  grammar  constantly  as  a  means  of  correction  of  English 
and  as  an  aid  to  good  expression. 

Time  Allotment: — One  fourth  for  oral  expression,  one  fourth 
for  written  expression,  one  half  for  grammar. 

GRADE  VIII 
Composition. 

Advanced  work  similar  to  that  of  Grade  VII.  Study  and 
analysis  of  good  selections  for  learning  good  qualities  and  devices 
of  writers  to  produce  certain  effects.  Practice  in  similar  work. 
Study  word  painting,  and  cultivate  clearness,  unity,  force,  vivid¬ 
ness,  sustained  interest,  spontaneity,  etc.  Have  pupils  use  con¬ 
versation  and  descriptive  details  freely.  Stories  and  articles  in 


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Vermont  Course  of  Study 


“Youths’  Companion”  and  othfer  similar  periodicals  will  furnish 
excellent  models. 

Practice  should  include  construction  of  sentences  and  para¬ 
graphs  of  required  kind  and  style;  expanding  and  contracting 
sentences  and  paragraphs;  combining  two  or  more  simple  sen¬ 
tences  into  one  complex  or  compoimd  sentence  with  proper 
subordination  of  minor  statements. 

Emphasize  continually  and  provide  for  adequate  informa¬ 
tion,  research,  thinking  and  planning  (with  outline)  before 
writing. 

Subjects  for  treatment  should  include  supplementary"  work 
allied  to  school  subjects,  biographies,  reviews  of  books  and 
articles,  themes  dealing  with  business,  industries,  commerce, 
manual  arts,  trades,  manufactures,  agriculture,  domestic  arts, 
*  trades  for  women,  arts  and  crafts,  etc.  Pupils  should  be  fam¬ 
iliarized  with  different  vocations. 

Encourage  reading  for  information,  oral  reports  and  dis¬ 
cussions. 

Dictation  continued  as  before.  Business  and  social  letter¬ 
writing. 

Pupils’  productions  should  generally  be  brief  and  simple,  but 
should  be  the  results  of  preparation,  earnest  thought  and  careful 
work.  Strive  for  quality  always.  Do  not  make  the  mistake 
of  teaching  formal  rhetoric.  The  principles  of  rhetoric  should 
be  the  teacher's  guide  to  train  correct  habits  in  pupils. 

Continued  practice  for  improvement  of  expression,  choice  of 
words,  and  correction  of  errors,  with  reaso7is. 

The  last  half  of  the  year,  work  in  composition  should  be  more 
advanced  in  kind  and  requirements,  especially  in  the  matter  of 
developing  initiative  and  self-reliance  in  assigned  work. 

Introduce  formal  debates  of  simple  character  on  easy  or 
familiar  topics.  Hold  pupils  closely  to  the  subject  and  to  facts 

rather  than  opinions.  Study  literary"  selections  (not  too  long) 
of  merit  with  the  object  of  recognizing  and  appreciating  the 
qualities  of  good  style,  of  knowing  the  means  employ^ed  by-  the 
author  to  attain  a  desired  end,  and  of  gaining  personal  skill  in  the 
use  of  simple  means  for  accomplishing  a  definite  purpose  in  oral 


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and  written  expressions.  Show  and  teach,  however,  that  the 
form  is  useless  unless  it  clothes  a  beautiful  or  worthy  thought. 

The  following  outline  will  be  helpful  in  studying  selections 
and  in  developing  work  of  pupils. 

I.  Nature  of  selection. 

1.  Description — 'Scenery,  characters,  events. 

2.  Narration — history,  biography,  fiction,  drama. 

3.  Exposition — criticism,  essay,  oration. 

4.  Argiunentation — debate,  discussion,  persuasion, 

oration. 

II.  Outline  of  plan. 

1.  Introduction. 

2.  Development — purpose,  method  of  treatment, 

means  employed. 

3.  Conclusion. 

III.  Qualities  of  style — how  accomplished. 

1.  Clearness. 

2.  Force. 

3.  Unity. 

4.  Beauty. 

5.  Individuality. 

IV.  Study  of  distinctive  parts : — ^paragraphing,  means  and 
kinds  of  amplification,  elements  of  interest  and  emphasis,  use  of 
details  and  generalization,  choice  of  words,  figures  of  speech. 

V.  .  Discussion  and  application  of  knowledge  gained. 

Work  should  include  debates,  criticisms  of  events  and  articles 

studied,  oral  and  written  discussions  of  historical  and  current 
events,  works  of  fiction,  essays,  poems,  etc.  Include  both  brief 
treatises  and  a  few  longer  efforts  requiring  much  reading,  research 
and  thought.  Seek  for  pride  and  interest  in  the  work.  Develop 
power  of  self-criticisn  and  correction.  Pupils  should  show  con¬ 
stant  improvement  in  following  respects: — Clearness,  interest, 
good  choice  of  words,  individuality,  correct  form. 

Teacher’s  corrections  should  always  be  constructive  and 
characteristically  encouraging. 

Topics  chosen  for  oral  and  written  composition  should,  in 
general,  be  of  informational  value  for  the  whole  class.  .  The 
pupil  should  endeavor  to  contribute  to  the  knowledge  of  his 


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Vermont  Course  of  Study 


classmates.  Various  phases  of  some  large  topics  should  be 
handled  by  a  number  of  pupils  to  give  a  more  or  less  complete 
and  comprehensive  grasp  of  the  subject.  Following  are  sug¬ 
gestions. 

a.  Industries  and  vocations. 

b.  Travels,  imaginary  journeys,  foreign  peoples  and 

countries. 

c.  Local  history,  geography,  activities,  civics. 

d.  The  Great  War. 

e.  Review  (sectional)  of  books  and  articles. 

f.  National  events  and  movements. 

Caution: — Do  not  be  too  ambitious,  nor  get  over  children’s 
heads. 

Technical. 

Review  arrangement  and  form,  capitals,  punctuation,  ab¬ 
breviations  and  contractions  as  needed. 

Correction  of  errors.  A  systematic  study,  classifying  the 
more  common  errors  and  in  the  following  order  of  prevalence. 

1.  Verb  errors — confusion  of  past  tense  and  past  participle, 
especially  see,  come,  do,  go,  begin;  bring;  wrong  use  of  verbs  lie, 
lay — may,  can, — have,  got — etc.;  lack  of  agreement  with  subject, 
etc. 

2.  Mispronunciation  of  words — through  habit,  carelessness 
and  ignorance. 

3.  Colloquial  and  slang  phrases — including  many  un¬ 
grammatical  phrases — ^(see  lists  by  grades). 

4.  Misuse  of  pronouns — chiefly  wrong  cases. 

5.  Adverbial  errors — chiefly  use  of  adjectives  instead  of 
adverbs. 

6.  Double  negatives. 

Grammar. 

A  systematic  study  of  the  subject  looking  toward  master}^  of 
the  simple  and  fundamental  facts  and  principles,  leaving  less  im¬ 
portant  parts  of  the  subject  for  high  school  instruction.  Work 
here  outlined,  however,  should  be  as  thoroughly  mastered  as 
possible. 


English 


99 


I,  Analysis  of  sentences. 

a.  Classification  as  to  form — simple,  compound, 

complex;  as  to  meaning — declarative,  interro¬ 
gative,  etc. 

b.  Complete  subject  and  complete  predicate.  Simple 

subject  and  modifiers;  simple  predicate  and 
modifiers. 

c.  Clauses  (if  any),  their  nature  (noim,  adjective, 

etc.),  and  relation  to  the  sentence  (subject, 
object,  modifier  of  nouns,  pronouns,  verbs,  and 
the  like).  Analysis  as  for  simple  sentences. 

d.  Phrases — kind  (prepositional,  participial,  etc.),  use 

in  sentence  (as  nouns,  adjectives,  adverbs)  and 
how  used  (syntax). 

The  form  of  recitation  in  analysis  should  correspond  to  order 
given  above.  Adopt  a  simple  form  to  be  constantly  used.  It 
will  assist  memory  and  logical  thinking.  If  desired,  simple 
diagrams  may  be  used. 

II.  Study  of  parts  of  speech — to  consist  of  definitions,  inflec¬ 
tion,  and  syntax  (use  in  sentence). 

a.  Nouns — ^Kinds,  (common,  proper,  abstract,  ver¬ 

bal)  ;  person  (determined  by  use  in  sentence,) ; 
number;  gender;  case  and  reason.  (Include  the 
following:  Nominative  as  subject,  address, 
predicate  nominative;  possessive,  singular  and 
plural;  objective,  as  direct  and  indirect  object  of 
verb,  object  of  preposition,  objective  comple¬ 
ment)  . 

b.  Adjectives — ^Kind  (descriptive  and  limiting — in¬ 

cluding  articles  and  numerals) ;  comparison ; 
use — to  modify  noun  or  pronoun.  Note: — 
Pa}^  attention  to  predicate  use. 

c.  Pronouns. — ’Kind  (personal,  relative,  interroga¬ 

tive  and  adjective) ;  declension ;  person ,  number, 
gender  and  case,  as  for  nouns. 

d.  Verbs. — Classification  as,  to  form  (regular,  irre¬ 

gular),  as  to  kind  (transitive,  intransitive, 
copulative),  and  as  to  use  (principal,  auxiliary); 


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Vermont  Course  of  Study 


tense  (all  tenses) ;  voice  (active  and  passive) ; 
mode  (indicative,  subjunctive,  imperative); 
principal  parts  and  conjugation  (complete) ; 
person  and  num^ber;  infinitives  and  their  use, — 
as  nouns  (subject  and  object  of  verbs),  ad¬ 
jectives  and  adverbs;  participles  and  use  as 
nouns,  adjectives  and  adverbs. 

In  parsing  finite  verbs  use  following  order: — Class 
as  to  form,  kind,  use,  voice,  mode,  tense,  person 
and  number  (to  agree  with  subject);  principal 
parts.  In  parsing  infinitives  and  participles, 
tell  use  and  relation. 

e.  Adverbs. — Kind  (time,  place,  manner,  cause,  de¬ 

gree);  comparison;  use  (to  modify,  verb,  ad¬ 
jective  or  other  adverb.) 

f.  Prepositions. — 'Use  (to  show  relation  between  its 

object  .  .  .  and  .  .  .  .).  Teach  list. 

g.  Conjunctions. — -Kind  (co-ordinate  and  subordinate) 

and  use  (state  expressions  connected).  Teach 
recognition  and  .proper  use  of  correlatives — 
either — or,  neither — nor. 

h.  Interjections. — Use  (to  express  anger,  grief,  sur¬ 

prise,  pleasure,  etc). 

Note: — 'The  central  thought  in  teaching  grammar  is  that  it  is 
the  scientific  basis  of  language  b}^  which  correct  form  and  usage 
are  determined,  and  which  in  turn  aids  us  in  knowing  correct 
form  and  in  intelligent  use  for  accurate  expression  of  thought; 
why  and  when,  for  instance,  to  use  complex  instead  of  compound 
sentences,  subjunctive  instead  of  indicative  mxode,  how  to  use 
phrases  and  clauses  to  modify  the  word  intended,  etc.  The 
handling  or  manipulation  of  grammatical  forms  is  a  tool  closely 
related  in  kind  and  purpose  to  the  choice  of  words,  for  expressing 
shades  of  meaning.  (Cf.  war  addresses  and  messages  of  Pres. 
Wilson.) 

The  constant  immediate  ends  to  be  attained  are  (I)  prompt 
recognition  of  parts  of  speech  and  their  use  in  the  sentence,  and 
(2)  prompt  recognition  of  sentences  and  relation  of  their  parts 
(the  skeleton  and  its  vital  attachments). 


English 


101 


Time  Allotment:— OvsX  expression  and  its  improvement,  one 
fifth;  grammar,  three-fifths. 

Note: — -Time  allotment  in  this  and  other  grades  should  mean 
division  of  time  not  only  for  regular  class  work,  but,  so  far  as 
possible,  for  work  of  each  pupil.  • 

BIBLIOGRAPHY 

“Speaking  and  Writing  English,”  Sheridan. 

“Motivation  of  School  Work,”  Wilson. 

“Teaching  of  English,”  Klapper. 

“Standards  in  English,”  Mahoney. 

‘  ‘Minimal  Essentials  in  Composition  and  Grammar  for  the 
Elementary  Schools,  Grades  I  to  VIII” — Inland 
Empire.  Council  of  Teachers  of  English — -Fifth  Report. 
(Prof.  H.  E.  Fowler,  Lewiston,  Idaho.  Price  15c  per  copy). 
“Special  Method  in  Language,”  McMurry. 

“How  to  Teach  the  Fundamental  Subjects,” Kendall 
Mirick. 

‘  ‘A  Brief  Course  in  the  Teaching  Process,  ”  Strayer. 


SPELLING 

-  The  Aims 

1.  To  teach  spelling  of  common  words  which  belong  to 
pupils’  working  vocabulary. 

2.  To  teach  spelling  and  use  of  words  which  pupils  may 
reasonably  be  expected  to  need  in  their  future  work. 

3.  To  develop  pupils’  ability  to  use  intelligently,  difficult 
and  new  words  in  sentences. 

4.  To  form  and  fix  the  ‘  ‘spelling  sense”  by  which  one  comes 
more  or  less  automatically  to  acquire  accurate  impressions  of 
words  he  sees.  These  impressions  reveal  themselves  in  the 
general  ability  to  spell  correctly  all  the  words  used  in  written 
work,  both  basic  and  inflected  forms.  The  habit  of  correct  ' 
spelling  must  be  formed  by  the  elimination  of  errors  due  to  care¬ 
lessness,  by  close  obser\^ation  of  spelling  when  reading,  and  by 


102 


Vermont  Course. of  Study 


consulting  the  dictionary  to  determine  correct  spelling.  In  all 
such  ways  endeavor  to  establish  the  “habit  of  exactness.” 

5.  To  make  a  study  of  the  words  for  an  intelligent  use  of  the 
same.  This  involves  the  following. 

(1)  Pronunciation. 

Pronounce  the  word,  saying  each  syllable  distinctly,  thereby 
fixing  each  syllable  definitely  in  mind.  Give  special  attention 
to  accent,  the  long  and  short  vowels,  hard  and  soft  letters.  In 
oral  spelling  it  will  be  of  great  benefit  to  teach  pupils  to  spell  by 
syllables  for  the  following  reasons:  (a)  helps  to  fix  word  in  mind, 
(b)  helps  to  pronounce  new  words,  (c)  helps  to  divide  words  w^hen 
necessary  into  syllables,  (d)  helps  promote  clear  emmciation, 
(e)  helps  to  determine  meaning  of  words. 

In  written  spelling  words  should  not  be  divided  into  syllables 
except  for  special  study,  in  which  case  designate  syllables  as 
follows:  play  I  ful  I  ness  or  play  ful  ness.  See  rules  at  end  of 

spelling  course.  Correct  prommciation  is  as  important  as  correct 
spelling,  or  even  more  so,  as  most  people  talk  (pronounce)  much 
more  than  they  write  (spell). 

(2)  and  (3)  Meaning  and  Use. 

Spelling  has  little  significance  apart  from  the  use  of  words 
in  sentences.  Great  discretion  needs  to  be  exercised  in  in¬ 
struction  in  meaning  and  use  of  words.  The  following  plans 
will  be  of  assistance: — (a)  select  words  frequently  used;  (b)  use 
words  in  pupils’  own  sentences;  (c)  use  words  in  dictation  exer¬ 
cises;  (d)  determine  the  exact  meaning  by  use  of  dictionaiyy  (e) 
study  the  dictionaiyr’s  use  of  the  word  in  sentence;  (f)  study  and 
use  synonyms  in  sentences. 

(4)  Spelling. 

Work  for  each  grade  should  include  a  grade  list,  class  list 
and  individual  list.  The  grade  list  includes  the  words  of  the 
pupils’  working  vocabulary  as  well  as  of  words  he  will  soon  need. 
The  class  list  is  composed  of  words  the  pupils  should  know'  to 
meet’  the  spelling  needs,  arising  in  connection  wdth  the  several 
subjects.  The  individual  list  should  include  such  w'ords  as  the 


English 


103 


pupil  misspells  in  his  own  written  work.  Each  pupil  should  keep 
a  note-book  list  of  all  such  words  in  his  ‘  ‘Never  again  List.  ” 

The  Method  of  Study  and  Instruction. 

The  secret  of  success  is  the  proper  assignment  of  lessons  and 
guidance  of  intensive  study.  Prevention  of  errors  and  of  guess 
work  is  the  special  aim. 

As  a  rule  one  word  at  a  time  should  be  studied,  at  first  by 
teacher  and  pupils  together. 

There  are  four  principal  methods  of  making  a  clear  im¬ 
pression  of  the  word  upon  the  mind.  They  should  all  be  used. 

1.  Through  the  eye — 'Visualizing  the  word. 

2.  Through  the  ear — ^hearing  it  spelled. 

3.  Through  vocalizing — 'pronouncing  and  spelling  it  aloud 
or  in  whispered  study. 

4.  Through  the  hand  activities — 'writing  the  words.  (This 
is  probably  of  least  value). 

The  combination  of  these  four  methods  produces  the  best 
results  in  spelling. 

The  result,  however,  is  a  transient  one,  and  the  spelling  of  a 
word  must  be  fixed  by  repetition  and  review,  using  the  same 
general  method  as  for  new  words. 

Plan  of  Spelling  Lesson.  Unguided  study  in  spelling  is  of 
inferior  worth.  One  of  the  following  plans  for  regular  exercises — ' 
used  at  Teachers  College,  Columbia  University, — is  recommended 
for  constant  use.  Should  the  teacher  devise  or  use  a  different 
plan,  it  should  involve  the  same  features,  and  in  the  same  general 
order — seeing,  hearing,  oral  spelling,  copying,  independent  study, 
written  test. 

Plan  1.  Time,  fifteen  to  twenty  minutes. 

( 

1.  Wrte  one  of  the  words  on  the  blackboard  and  teach  it  in 
accordance  with  the  following  plan.  Then  write  the  next  word, 
teaching  it  in  the  same  way,  and  so  on  with  the  rest  of  the  words. 

(a)  While  writing  the  word,  pronounce  it  distinctly. 

(b)  Develop  the  meaning  orally  by  using  the  word  in  a 

sentence  and  by  defining  it. 


104 


Vermont  Course  of  Study 


(c)  Divide  the  word  into  syllables.  Call  on  pupils 

to  spell  orally  by  syllables.  Have  the  word 
spelled  in  concert,  and  individually  by  poor 
spellers. 

(d)  Have  pupils  indicate  the  parts  of  the  v^ord  that 

present  difficulties,  or  whether  the  word  con¬ 
tains  parts  they  already  know.  Teacher 
should  also  call  attention  to  peculiarities,  such 
as  silent  letters,  ei  and  ie  combinations,  etc. 

(e)  Have  pupils  vTite  the  word  once,  twice,  or  three 

times,  pronouncing  it  softly  or  spelling  silentty 
as  they  write  it.  It  would  be  well  to  have  them 
use  the  word  in  a  new  sentence  before  they 
do  this.  This  is  done  to  emphasize  strongly 
the  meaning  of  the  word  just  before  vTiting  it. 

(f)  Allow  the  class  a  moment  in  which  to  look  at  the 

word  and  then  have  them  close  their  eyes  and 
try  to  visualize  it,  or  use  any  other  device  of  a 
similar  nature. 

2.  After  the  various  words  of  the  day’s  lesson  have  been 
studied  in  this  wa3^  allow  a  few  minutes  for  studying  the  whole 
lesson,  suggesting  that  each  pupil  emphasize  study  of  the  words 
he  thinks  he  doesn’t  know.  This  tune  should  be  limited  so  that 
each  pupil  will  study  vigorously  and  attentively. 

Call  upon  pupils  individually  by  row^s,  and  softly  in  concert 
to  spell  the  whole  list  without  looking  at  board.  Pupils  making 
errors  are  referred  to  board  and  required  to  spell  word  again. 

3.  Cover  or  erase  words,  and  dictate  words  to  the  class, 
using  each  word  in  a  sentence  first. 

Plan  II.  Time,  fifteen  minutes. 

1.  The  first  vrord  is  VvTitten  on  the  board  in  the  presence 
of  the  class,  and  then  studied  as  follows: 

(a)  Its  meaning  is  given,  and  word  is  used  in  a 

sentence. 

(b)  It  is  spelled  aloud  in  concert,  and  individually 

by  the  poor  spellers. 


English 


105 


(c)  Its  peculiarities,  such  as  silent  letters,  oi  and  ie 

combinations,  etc.,  are  pointed  out. 

(d)  The  word  is  written  once,  twice  or  three  times  by 

the  pupils,  who  spell  in  soft  whispers  as  they 
write. 

2.  Each  word  in  turn  is  written  on  the  board  and  studied  in 
the  same  way. 

3.  The  whole  column  is  reviewed  orally  as  in  Plan  1. 

4.  Words  on  board  covered  or  erased,  practice  papers 
out  of  sight,  and  words  dictated  to  the  class,  using  each  word  in  a 
sentence  first. 

Note: — In  using  text  books  and  in  reviewing  familiar  words, 
some  of  these  steps  can  be  abbreviated,  particularly  in  upper 
grades,  but  only  as  the  teacher  sees  from  permanent  results  that 
it  can  be  safely  done.  In  all  grades  the  plan  adopted  should  be 
used  frequently  and  regularly  in  its  entirety,  especially  with  new 
words. 

Independent  study.  A  constant  aim  is  to  develop  inde¬ 
pendent  study  in  which  pupils  should  follow  the  plan  of  study 
outlined,  and,  discriminating  between  easy  and  difficult  words, 
concentrate  on  the  latter.  The  habit  of  observation  while 
reading,  with  similar  mental  working,  should  be  cultivated. 
Home  study  can  be  advantageously  used  in  spelling. 

Aim  by  devices,  contests,  honor  rolls,  and  pride  in  becoming 
“good  spellers,”  to  arouse  and  maintain  keen  interest. 

Spelling  is  chiefly  a  memory  process,  and  teachers  and 
pupils  should  bear  in  mind  that  the  best  aids  to  accurate  memory 
are: — 

1.  Interest.  2.  Vivid  and  related  impressions.  3.  Re¬ 
petition  with  concentrated  attention. 

Every  teacher,  of  whatever  grade,  should  keep  a  list  of  words 
frequently  misspelled  by  her  class.  Every  child  should  be  re¬ 
quired  to  keep  a  list  of  words  misspelled  by  himself.  These  lists 
will  be  found  useful  for  drill  and  review. 

Note: — Abandon  the  practice  of  requiring  pupils,  for  cor¬ 
rections  of  errors,  to  write  misspelled  words  twenty-five,  fifty  or 
one  hundred  times.  It  is  of  less  value  than  to  require  pupils  to 
study  the  words  for  a  brief  time  (five  to  ten  minutes)  according 


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Vermont  Course  of  Study 


to  Plan  I  or  II,  writing  them  during  study  period  not  over  ten 
times. 


THE  MATERIAL 
Grade  I 

First  half  year — No  spelling  required. 

Second  half  year — Learn  to  spell  own  name,  simpler  words  of 
reading  lessons.  Use  Graded  Word  List.  Copy  the  words 
taught. 

Establish  correct  methods  of  study. 

% 

Grade  II 

Teach  according  to  general  methods  outlined. 

Use  Graded  Word  List. 

Make  lists  for  class  and  individual  use. 

Grades  III  and  IV 

(The  work  in  spelling  for  third  and  fourth  grades  is  arranged 
for  alternation  in  rural  schools.  During  the  school  year  1921-22 
teach  third  grade  spelling;  during  1922-23,  teach  fourth  grade, 
spelling,  and  so  continue  to  alternate  the  work  of  the  tw^o  grades). 

Teach  use  of  homonyms  and  antonyms  that  are  in  common 
use.  (See  Language  Course). 

Spelling  taught  according  to  method  outlined  in  general 
directions. 

Used  Graded  Word  List,  Ayres  and  Jones  Lists  and  text 
provided.  Make  lists  for  study  as  previously  outlined. 

Frequent  dictation  exercises,  reviews,  contests,  and  tests. 

Place  special  emphasis  in  teaching  of  spelling  to  es¬ 
tablish  correct  habits  as  well  as  correct  formation  of  letters. 

Grades  V  and  VI 

(The  work  in  spelling  for  the  fifth  and  sixth  grades  is  ar¬ 
ranged  for  alternation  in  rural  schools.  During  the  school  year 
1921-22,  teach  fifth  grade  spelling;  during  1922-23  teach  sixth 


English 


107 


grade  spelling  and  so  continue  to  alternate  the  work  of  the  two 
grades). 

Spelling  taught  as  in  previous  grades.  Study  general 
directions  as  well  as  directions  given  in  previous  grades. 

Use  Graded  Word  List,  Ayres  List,  Jones  List,  the  “One 
Hundred  Demons,”  and  text  provided.  Teachers  and  pupils 
provide  other  lists  as  suggested  in  general  directions.  Special 
emphasis  upon  class  l^sts. 

Pupils  to  continue  clinching  words  by  the  four  related  im¬ 
pressions  of  eye,  ear,  voice  and  muscle  (hand). 

Frequent  dictation  exercises,  tests,  contests.  Do  not  neglect 
having  pupils  who  fail  correct  their  errors  for  all  time. 

Review  rules  for  plurals.  Teach  rules  for  prefixes,  suffixes 
and  doubling  final  consonant  after  short  vowel  before  ing  and 
ed.  Emphasize  frequent  use. 

Grades  VII  and  VIII 

(The  work  in  spelling  for  seventh  and  eighth  grades  is  ar- 
rarged  for  alternation  in  rural  schools.  During  the  school  year 
1921-22,  teach  seventh  grade  spelling;  during  1922-23  teach  eighth 
grade  spelling  and  so  continue  to  alternate  the  work  of  the  two 
grades). 

Spelling  taught  as  in  previous  grades.  Study  general 
directions.  Emphasize  independent  work.  Uses  Graded  Word 
List,  Ayres  List,  Jones  List,  the  “One  Hundred  Demons,”  and 
text  provided.  Teachers  and  pupils  should  prepare  special  lists 
as  suggested  in  general  directions,  bearing  in  mind  the  necessity 
of  pupils  being  able  to  spell  the  words  they  continually  use  in 
composition  work. 

Review  all  rules  given  in  previous  grades.  Give  special 
emphasis  to  study  and  use  of  words  having  prefixes  and  suffixes. 

During  the  even  years  of  the  course  teach  the  use  of  the 
following  prefixes: — ah,  from;  hene,  good;  circum,  around;  contra^ 
against;  extra,  beyond;  inter,  between;  non,  not;  per,  through; 
pre,  before;  re,  back;  semi,  half;  super,  above;  tri,  three;  uni,  one; 
anti,  against;  dia,  through;  en,  on;  eu,  well;  mono,  alone;  peri, 
around;  syn,  with;  tele,  far;  ad,  to;  ante,  before;  hi,  two;  con,  with; 
de,  down;  ex,  out  of;  in,  not;  intro,  within;  oh,  against;  post. 


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Vermont  Course  or  Study 


after;  pro,  for;  retro,  backward;  se,  aside;  suh,  under;  trans,  over; 
vice,  instead  of;  a,  without;  auto,  self;  epi,  upon;  micro,  small. 

During  the  odd  years  of  the  course  teach  the  use  of  the  fol¬ 
lowing  suffixes:  able,  fit  to  be;  acy,  state  of  being;  an,  pertaining 
to;  ary,  orie  who;  ate,  having;  ic,  pertaining  to;  id,  quality;  ity, 
state  of  being ;  ive,  that  which ;  ment,  act  of,  that  which ;  ac,  per¬ 
taining  to;  ics,  science  of;  ism,  doctrine,  characteristics  of;  y,  state 
of  being;  al,  pertaining  to,  ance,  state  of  being;  ence,  state  of 
being;  ent,  that  which ;/y,  to  make;  He,  relating  to;  ine,  belonging 
to;  ion,  act  of;  ite,  one  who,  one  who  is;  ory,  place  .where;  ous, 
having;  ulent,  full  of;  ure,  state  or  act  of;  ise,  ize,  to  make;  ist, 
one  who;  oid,  having  form  of. 

The  “One  Hundred  Demons,”  so  named  by  Dr.  W.  F. 
Jones,  because  they  are  frequently  and  persistently  misspelled 
in  all  grades,  have  nearly  all  been  included  in  previous  lists. 
They  are  given  here  for  convenience  and  should  be  frequently 
reviewed  until  mastered  by  all  children. 


always 

coming 

heard 

raise 

though 

among 

cough 

here 

road 

through 

any 

don’t 

hear 

straight 

they 

again 

does 

instead 

sugar 

tonigl^t 

ache 

done 

just 

shoes 

truly 

answer 

dear 

knew 

said 

used 

businep 

doctor 

know 

says 

veiy.” 

been 

every 

laid 

sure 

which 

built 

easy 

lose 

since 

vrjiere 

busy 

^  early  • 

loose 

some 

women 

believe 

enough 

many 

seems 

write 

beginning 

friend 

meant 

separate 

writing 

blue 

February 

making 

their 

would 

break 

forty 

minute 

there 

Wednesday 

.buy 

grammar 

much 

Tuesday 

v  ear 

can ’t 

guess 

none 

two 

whether 

country 

hoarse 

often 

too 

whole 

could 

half 

once 

trouble 

won’t 

color 

having 

piece 

tear 

wrote 

choose 

hour 

ready 

tired 

week 

English 


109 


DIVISION  OF  WORDS  INTO  SYLLABLES 

(Supplementary  work  in  Spelling  and  Reading) 
Definition : — -A  syllable  is  a  vowel  sound  (simple  or  diph¬ 
thong)  either  alone  or  combined  with  one  or  more  consonants., 
the  whole  of  which  can  be  pronounced  by  one  effort  of  the  voice^ 
E.  g.,  A,  ag-nos-tic,  plagued,  rhythm,  etc. 

Rules 

1.  Single  syllables  are  never  divided. 

E.  g.,  Blessed  (verb),  bless-ed  (adj.),  sci-on,  con-scious. 

2.  The  pronunciation  of  a  word  or  its  structure  commonly 

indicates  its  syllables ;  or  conversely,  the  division  of  a 
word  into  syllables  should  indicate  its  pronunciation 
or  structure  accurately. 

(This  is  the  fundamental  rule,  and  should  be  carefully 
mastered  by  each  pupil.) 

E.  g.  for  pronunciation : — Pro-gress',  prog'-ress,  pro¬ 
ject',  proj'-ect,  a-stern,  as-ter,  last-ed,  etc. 

For  structure: — ’Wood-box,  in-tend,  sweet-ish,  lass-es, 
swift- est,  etc. 

3.  Prefixes  (a,  al,  ad,  be,  con,  de,  in  etc.,)  and  suffixes  (ed, 

ing,  er,  est,  en,  ish,  ist,  ly,  etc.,)  form  separate  syllables 
if  such  division  does  not  misrepresent  the  pronunci¬ 
ation. 

4.  When  a  single  consonant  sound  including  (ph  =f,  th, 

sh;  gn  =n,  sch,  etc.)  comes  between  two  soimded 
vowels,  it  naturally  joins  the  vowel  following: — ’as 
fa-ther,  fa-vor,  poi-son,  na-tion. 

Exception: — ’When  the  preceding  vowel  is  short  the 
consonant  is  generally  joined  to  it: — as,  hab-it, 
proph-et,  wom-an,  log-ic. 

5.  When  two  or  more  consonants  capable  of  beginning  a 

syllable  (bl,  br,  cl,  dl,  dr,  etc.,  sc,  sp,  si,  st,  etc.,)  come 
between  two  sounded  vowels : 

A.  All  may  be  joined  to  the  following  vowel  if  it  is  accent¬ 
ed,  or  if  the  preceding  vowel  is  long  and  accented. 
E.  g.  Hy-dra,  a-cre,  ha-tred;  re-proof’,  o-blige. 


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Vermont  Course  of  Study 


B.  One  of  them  may  be  joined  to  the  preceding  vowel  if 
this  is  short.  E.  g.,  tab-let,  es-teem,  at-las,  res¬ 
cue,  abrupt. 

Note: — It  will  be  seen  that  Rule  5  is  indefinite.  This  is  due 
to  the  fact  that  the  two  consonants  are  used  at  times  practically 
as  one  consonant  when  part  A  applies;  at  other  times  they  are 
used  more  like  two  distinct  consonants  as  in  Rule  6,  in  which  case 
part  B  applies. 

6.  When  two  consonant  sounds  not  capable  of  beginning 
a  syllable  come  between  two  sounded  vowels,  or  when 
by  inflection  a  consonant  has  been  doubled,  the 
division  comes  between  the  consonants: — as,  fer-tile, 
min-strel,  mor(t)-gage,  com-punc-tion,  rob-ber,  ban¬ 
ner,  bat-ted,  run-ning. 

(But  words  originally  ending  in  a  double  consonant  divide 
after  both  consonants  when  ing,  ed,  est,  etc.,  are  added,  according 
to  Rule  3 — as  pass-ing,  call -ing,  bless-es). 

Note: — It  will  be  found  that  in  many  cases  Rules  4,  5,  and  6 
give  an  additional  reason  for  the  division  of  syllables  according 
to  Rule  2,  and  that  a  large  number  of  the  exceptions  found  to 
Rules  4,  5,  and  6  are  direct  applications  of  Rules  2  and  3. 

Hence  for  practical  use,  children  should  be  taught  to  divide 
words  according  to  the  usage  expressed  in  Rules  1,  2,  and  3,  if 
possible,  then  if  these  are  not  sufficient,  according  to  Rules  4,  5, 
and  6,  and  if  the  case  is  still  doubtful,  to  consult  a  dictionar\% 

or  if  one  is  not  at  hand,  to  divide  it  so  that  it  appears  right. 
Compare,  for  exam.ple,  the  correct  forms  mus-ket-eer,  sa-bre, 
trou-ble,  log-ic,  etc.,  with  the  incorrect  forms  mus-ke-teer,  sab-re, 
troub-le,  lo-gic,  etc.,  and  it  wdll  be  seen  how  much  can  be  told  by 
appearance. 

Use  the  work  outlined  above  in  reading  and  spelling  classes, 
laying  more  stress  upon  practice  than  upon  rules.  Emphasize 
Rules  1,  2,  and  3  in  low’er  grades,  and  make  w'ork  more  thorough 
and  comprehensive  in  middle  and  upper  grades. 

For  more  careful  treatise  (but  for  teachers’  use,  not  pupils’) 
see  article  on  syllabication  in  Webster’s  International  Dictionar^^ 


English 


111 


UNIFORM  CORRECTION  MARKS 

1.  Wrong  answer — Arithmetic,  Geography,  etc.,  X  or  W. 

2.  Mispelled  words — underlined:  as  belief. 

3.  Word  or  phrases  omitted,  a  ,  as  She  a  going. 

4.  Superfluous  word  or  passage — brackets,  [  .  .  .  .]. 

5.  Bad  grammar — parenthesis,  (....),  with  Gr. 
on  margin  of  paper. 

6.  Poor  choice  of  English — double  vertical  lines  enclosing 
faulty  passage,  or  on  margin  opposite  the  passage. 

7.  Error  in  punctuation  or  capitalization — diagonal  line, 
through  error. 

8.  Careless  or  unsatisfactory  paper — to  be  done  over — 
V.  P.  (Very  Poor). 

9.  Inaccurate  or  questionable  statement  .  .  .  .? 

Note.  Familiarize  yourself  and  your  pupils  with  these 

marks  in  all  grades.  Other  marks  for  special  cases  may  be 
used  as  the  teacher  wishes.  Good  work  should  always  be  prop¬ 
erly  commended. 

BIBLIOGRAPHY 

vState  Word  List  for  Elementary  Schools,  Hillegas  b"  Whittier, 
State  Dept,  of  Education,  Montpelier,  Vt. 

The  Teaching  of  Spelling,  Tidyman,  World  Book  Co., 
Yonkers-on-Hudson,  N.  Y.  , 

Speaking  and  Writing  English,  Sheridan,  B.  F.  Sanborn  Co., 
Boston,  Mass. 

The  Teaching  of  English,  Chap.  IX,  Klapper,  D.  Appleton 
Co.,  New  York. 

The  Course  of  Study  for  the  State  of  Illinois,  published 
by  C.  M.  Parker,  Taylorville,  Ill.  Price  30  cents. 

The  Child  and  His  Spelling,  Cook  and  O'Shea,  Bobbs, 
Merrill  &  Co.,  Indianapolis,  Ind. 

Measuring  Scale  for  Ability  in  Spelling,  Ayres,  Russell  Sage 
Foundation,  New  York  City. 

Jones  Spelling  List,  Dr.  W.  F.  Jones,  University  of  So 
Dakota,  Vermillion,  So.  Dakota. 


112 


Vermont  Course  of  Study 


« 

VIII.  ARITHMETIC  COURSE 

* 

Arithmetic  (a  part  of  mathematics)  is  fundamental  to  just 
'social  relations  dealing  with  material  things.  Wherever  men 
'deal  with  each  other,  whenever  they  build,  manufacture,  plan, 
-measure,  make  records  and  accounts,  earn  their  living,  etc., 
figuring  is  absolutely  necessary.  For  all  fair  human  dealings 
exactness,  accuracy,  practical  measures  and  calculations,  system 
and  clear  thinking  are  indispensable. 

Flence  arithmetic  is  valuable  for  social  needs  and  for  clear 
and  accurate  thinking?  By  means  of  it  the  teacher  should 
train  the  pupils’  minds  in  reasoning,  habits  of  application  and 
exactness  of  statement. 

In  all  work  in  arithmetic  note  and  observe  carefully  the 
following  points  (adapted  of  course  to  grades  and  progress) : 

1 .  Clear  understanding  of  numerical  and  quantitative 
values — integers,  fractions,  decimals,  units  of  measure,  etc.  at¬ 
tained  by  counting,  measuring  and  diagrams. 

2.  Comprehension  of  terminology,  definitions,  language 
used  and  mathematical  expressions. 

3.  Mastery  of  fundamental  processes  and  principles. 
Greatest  number  of  errors  is  always  found  here. 

4.  •  Accuracy,  neatness,  orderly  thinking  and  work,  and 
reasonable  speed.  Next  greatest  number  of  errors  is  due  to 
carelessness — “I  didn’t  think.” 

5.  Appreciation  of  relations  between  quantities  (indis- 
Xrensable  for  solution  of  problemiS  and  mathematical  reasoning). 
Use  objects,  measurements,  practical  projects,  illustrations, 
diagrams.  Estimate  results.  Explain  problems  without  doing 
work.  Develop  imagination. 

6.  Develop  new  topics  or  processes  by  relating  them  to 
familiar  topics  that  are  fresh  (if  necessary  through  review)  in 
the  pupils’  mind.  In  this  way  the  new  subject  is  recognized  as 
another  phase  of  a  well-known  subject,  and  is  the  more  readily 
rr.astered. 

7.  Definitions,  rules,  principles  should  generally  be  de- 


Arithmetic 


113 


veloped  from  clearly  understood  processes.  Where  this  may  not 
be  feasible  (e.  g.,  long  division,  square  root,  circumference  of 
circle,  hypotenuse  of  right  triangle,  etc.)  see  that  the  matter  is  as 
clearly  explained  and  demonstrated  as  possible,  thoroughly 
memorized,  mastered  by  practice,  and  kept  in  mind  through 
review. 

8.  Demonstrate  continually  and  drive  home  the  fact  that 
a  given  mathematical  process  is  fundamentally  the  same  under 
all  conditions  and  with  all  kinds  of  units  and .  quantities  (e.  g. 
“carrying”  in  addition  applies  equally  to  integers,  fractions, 
decimals,  denominate  numbers,  algebra,  etc.,  three  “cases”  or 
types  of  problems  are  same  in  fractions  and  decimals  as  in  per¬ 
centage.) 

9.  Have  pupils  check  up  processes,  rules  and  results  by 
counting,  measuring,  demonstration  diagrams,  different  methods 
and  proofs. 

10.  Work  should  be  carefully  adapted  or  graded  to  child¬ 
ren’s  abilities  and  progress.  Avoid  guessing  and  confusion  of 
thought. 

11.  Do  not  progress  too  fast.  On  the  other  hand,  avoid 
waste  of  time  in  excessive  drill  on  processes  that  will  be  contin¬ 
ually  recurring  as  work  advances. 

12.  Use  blackboard  freely.  Demonstrate  processes, 
methods,  arrangement.  Use  diagrams  to  illustrate  problems. 

13.  Work  for  attainment  of  clearest  and  most  direct 
methods  and  explanations. 

14.  In  involved  examples  and  problems,  children  may  be 
told  beforehand  the  answers,  where  such  information  will  aid 
them  in  checking  up  answers  that  cannot  be  proven,  and  where 
answers  do  not  indicate  the  process  to  be  performed. 

15.  Teach  children  how  to  study.  See  that  work  is  under¬ 
stood  and  difficulties  mastered.  See,  hov/ever,  that  children 
develop  independence,  initiative  and  imagination. 

16.  As  children  advance  from  year  to  year  increase  the 
proportion  of  problem  work  and  application  of  processes. 

17.  Follow  this  general  plan  of  work. 

(1)  Development,  explanation,  clear  understanding. 

(2)  Practice,  familiarity,  mem.orizing. 


114 


Vermont  Course  of  Study 


(3)  Drill  for  mastery. 

(4)  Application  and  development. 

(5)  Periodic  review. 

18.  Use  the  recitation  period  chiefly  for  development  and 
instruction,  only  incidentally  for  testing.  Do  not  permit  pupils 
to  go  along  with  failures.  It  is  fatal  to  progress.  Work  with 
class  and  individuals  until  required  knowledge  is  secured. 

19.  In  rural  schools,  pupils  should  be  grouped  as  much  as 
possible  in  classes  composed  of  grades  1  and  2;  3  and  4;  5  and  6. 
The  nature  and  ability  of  the  school,  however,  should  determine 
what  groupings,  if  any,  are  feasible. 

20.  Develop  and  treat  the  whole  subject  (except  mechan¬ 
ical  processes)  in  a  practical  way  and  by  continual  use  of  project 
methods.  This  is  one  of  the  most  important  parts  of  the  work. 
Success  depends  largely  upon  making  it  real  and  vital.  The 
following  suggestions  are  pertinent. 

a.  Socialized  work  for  drills  and  simple  problems. 

b.  Games,  playing  store,  business,  farmer,  car¬ 
penter,  housekeeper,  etc. 

c.  Gardening  and  manual  arts. 

d.  Thrift  projects — poultry,  selling  garden  pro¬ 
ducts,  newspapers,  etc.,  earning  money,  savings 
accounts,  cash  accounts,  safe  investments. 

e.  Use  of  local  conditions,  problems,  and  business. 

f.  Actual  measuring,  planning,  construction,  and 
original  problems. 

21.  Emphasize  oral  and  mental  work,  quick,  snappy  drill 
work  in  addition,  and  frequent  review. 

Note: — Teachers  should  study  outlines  for  all  grades  for 
additional  suggestions,  and  familiarize  themselves  with  the  whole 


course. 


Arithmetic 


115 


COURSE  OF  STUDY  IN  ARITHMETIC 

PART  I 
GRADE  I 

Little  formal  work  in  numbers  should  be  demanded  of 
children  the  first  year  as  a  requisite  for  promotion.  An  ex¬ 
ception  may  be  made  in  favor  of  children  who  are  sufficiently 
mature.  In  rural  schools  such  children  may  do  work  outlined 
for  Grade  2. 

Much  of  the  general  work  of  the  year  will  involve 
relations  and  so  far  as  this  is  true,  number  work  should  be 
thoroughly  done.  It  will  include: 

1.  Learning  words  and  figures,  one,  1;  two,  2;  etc.,  and 
their  meaning. 

2.  Reading  numbers  as  they  occur  on  pages  of  readers, 
calendars,  etc. 

3.  Counting  objects  (erasers,  pencils,  books,  etc.)  used 
in  school  work;  counting  persons,  objects  and  scores  in  work 
and  in  games;  days  in  the  week  before  Saturdays  or  holidays, 
after  Sundays,  etc.  Such  work  may  go  up  to  ten  or,  if  class 
is  bright,  to  twenty. 

4.  Counting  abstractly  to  50  or  100.  Use  of  number  games 
involving  counting  up  or  out,  counting  for  “Hide  and  Seek” 
by  five’s  and  ten’s;  number  rhymes  like  “One,  two,  buckle  my 
shoe;”  “One,  two,  three,  four,  five,  I  caught  a  hare  alive;”  ‘‘Ten 
Little  Indians,”  etc. 

5. *  Recognition  of  numerical  groups  and  arrangements  of 
objects  in  seat  work  and  in  play.  Use  a  variety  of  objects — 
dominoes,  toothpicks,  buttons,  pegs,  books,  pebbles,  leaves, 
colored  circles,  squares,  etc.  Arrange  objects  and  give  seat  work 
in  drawing,  grouping  objects  in  two’s,  three’s,  four’s,  five’s  to 
form  designs. 

6.  Conversational  work  involving  number;  playing  store 
with  real  pennies,  nickels  and  dimes,  etc. 

In  all  work  children  should  be  led  to  see  that  processes  and 


116 


Vermont  Course  of  Study 


methods  are  the  same  whatever  the  units  employed.  Go  slowly 
and  make  sure  that  num^ber  concepts  are  clearly  understood,  not 
a  source  of  confusion,  difficulty,  or  guess  work. 

If  the  ability  of  the  class  warrants  it,  the  following  addi¬ 
tional  formal  number  work  should  be  given  the  last  half  of  the 
year. 

All  combinations  of  numbers  up  to  10  or  12. 

One  half  of  2,  4,  6,  8,  10. 

Arithmetical  signs  +  and  - . 

Seat  work  in  number  with  examples  placed  on  board.  Use 
beads,  pegs  or  other  counters.  Make  easy  problems  using 
familiar  objects.  ^  Keep  all  work  simple. 

Hints: — Clothes  line  across  comer  of  room  with  clothes  pins. 

Count  birds  and  objects  seen  on  way  to  school;  animals  or 
chickens  at  home;  sounds  with  eyes  shut;  counting  objects  by 
feeling. 

Older  children  help  little  ones  in  games  and  seat  work. 

Encourage  children  to  earn  and  save  money  and  report  on 
it.  Use  occasions  to  teach  number  and  thrift. 

Simple  measurements  with  foot  mle,  yard  stick,  pint  and 
quart  measures. 

Valuable  suggestions  will  also  be  found  in: 

“First  Journeys  in  Numiberland,  ”  Harris  and  Waldo. 

“First  Year  in  Number,”  Hoyt  and  Feet. 

Also  in  almost  all  primary  arithmetics. 

GRADE  II 

All  work  to  be  taken  up  from  the  beginning,  to  make  sure 
that  numffier  concepts  and  simple  relations  are  perfectly  clear. 
Make  use  of  objective  work,  practical  problems,  abstract  oral 
blackboard  and  written  work,  games,  devices  and  methods 
suggested  for  Grade  1  and  others  that  may  be  found  or  developed 
by  the  teacher.  Projects  related  to  the  children’s  lives  and  to 
school  work  should  be  freely  used. 

Most  of  the  work  should  be  oral,  and  the  teacher  should  be 
careful  to  train  children  in  correct  processes  and  modes  of  think- 


Arithmetic 


117 


The  work  of  the  year  will  inelude  the  following: — 

1.  Reading  and  writing  all  numbers  to  1000. 

2.  Counting  forward  and  backward  by  I’s  to  200;  by  2’s 
5’s  and  lO’s  to  100;  by  3’s  to  30;  by  4’s  to  40.  Use  bundles  of 
splints  of  ten  each  to  secure  clear  notion  of  orders  (units,  tens, 
hundreds).  Be  sure  children  see  12  as  10  and  2;  24  as  20  and  4; 
146  as  100  and  40  and  6,  etc. 

3.  Roman  numerals  to  XX.  Telling  time  by  clock  to  5’ 
minute  readings. 

4.  Much  practice  in  use  of  foot  rule  with  half  inch  divisions ; 
of  yard  stick;  of  money, — cents,  nickels,  dimes,  quarters,  half 
dollars,  and  dollars;  (use  real  and  toy  money) ;  pints  and  quarts. 

•  In  measuring,  have  children  estimate  freely  and  then  check 
up  estimates  by  measuring. 

5.  Addition  and  subtraction.  Teach  thoroughly  all  (forty- 
five)  combinations  of  two  units;  addition  of  numbers  by  ending 
as  follows : 

1,  2,  5,  4,  3,  8,  9,  6,  7,  added  to  10,  30,  60,  20,  50,  40,  70,  90,  80. 

1,  3,  7,  8,  5,  2,  4,  6,  2  added  to  11,  41,  21,  51,  81,  91,  71,  61,  31. 

1  to  7  inclusive  to  12,  22,  32,  etc. 

1  to  6  inclusive  to  13,  23,  38,  etc. 

1  to  5  inclusive  to  14,  34,  64,  etc. 

etc.  etc. 

Addition  in  columns  for  accuracy  and  rapidity. 

Much  oral  addition  and  subtraction  (without  borrowing). 

6.  Multiplication  and  division  (exact)  to  20 ;  multiplication 
and  division  tables  (exact)  up  to : — 10  x  2,  3  x  6,  4  x  5,  5  x  4,  6  x  3, 
2  X  7,  2  X  8,  2  X  9,  2  X  10. 

20  -^2,  18  -3,  20  --  4,  20  -5,  18  -^3,  etc. 

7.  Teach  signs  +,  -,  x,  =• 

8.  Simple  fractions  of  objects  and  easy  numbers — halves, 
thirds,  and  fourths.  Use  objects  very  freely,  both  singly  and 
in  groups,  performing  actual  operations.  Show  relations  and 
comparisons. 

9.  Problem  and  project  work.  It  should  always  be  simple 
(one-step  problems)  involving  all  operations  included  in  the 
outline.  Avoid  guessing,  cultivate  accurate  thinking. 


118 


Vermont  Course  of  Study 


Suggestive  Work. 

Use  toothpicks,  cubic  blocks,  various  counters,  real  and 
toy  money,  cardboard  cut  into  counters,  seeds,  plants,  nuts, 
pebbles,  etc. 

Emphasize  games  involving  number  and  keeping  scores. 

Simple  contests  to  sharpen  interest  in  drills. 

Playing  store,  buying  and  selling. 

Actual  measuring  of  the  room,  blackboard,  desks,  etc. 

Folding  and  cutting  paper  to  measure. 

Make  cardboard  rulers  divided  into  inches  and  halves. 

Drawing  with  ruler. 

Thrift  work,  earning,  saving,  wise  spending. 

Telling  time,  work  with  weekly,  monthly,  and  year’s  calen¬ 
dar. 

School-room  games  and  socialized  recitations,  where  children 
give  examples  and  problems  to  each  other. 

Seat  work  with  pegs  and  other  counters;  with  weaving; 
geometric  patterns  drawn  according  to  instructions;  number 
builders;  making  addition,  subtraction,  multiplication  and 
division  tables. 

Note: — In  rural  schools  the  work  outlined  for  grades  one 
and  two  can  to  a  large  extent  be  done  in’  one  class,  adapting 
questions  and  seat  work  to  differing  abilities. 

GRADE  III 

The  special  aims  in  this  grade  are  the  thorough  mastery  of 
the  processes  of  addition  and  subtraction  and  of  the  funda¬ 
mental  work  in  multiplication  and  division  of  integers. 

Problem  work  must  be  kept  simple  and  must  deal  with  com¬ 
putations  or  transactions  familiar  and  interesting  to  pupils. 
Be  ambitious  for  quality  not  quantity  of  attainment.  Satis¬ 
factory  progress  in  arithmetic  can  only  be  secured  by  7nastery 
of  previous  processes. 

The  outline  for  the  year  should  include  the  followin^g: — 
1.  Notation  and  numeration. 

a.  Integers  to  10,000. 

b.  Roman  numerals  to  L. 


i 


Arithmetic 


119 


c.  Dollars  and  cents. 

d.  Simple  fractions. 

e.  Denominate  numbers  as  used. 

2.  Learning  arithmetical  signs  and  vocabulary : — 

a.  +,  X,  =»  decimal  point  for  cents. . 

b.  Arrangement  of  exam^ples: — column  addition,  sub¬ 

traction,  long  multiplication,  short  division,  prob¬ 
lem  operations. 

c.  Denominate  numbers  and  abbreviations  used: — in., 

ft.,  yd.,  pt.,  qt.,  pk.,  bu.,  gal.,  min.,  sec.,  hr.,  etc. 


d.  New  terms 

and  their  proper 

use  (Be  sure  ideas  are 

clear). 

figure 

subtraction 

multiplication 

addition 

subtract  from 

multiply  by 

add  to 

difference 

product 

sum 

equal  to 

less  than 

division 

price  list 

units 

divide  by 

thousands 

tens 

division 

profits 

hundreds 

dividend 

income 

thousands 

quotient 

expenses 

solve 

remainder 

savings 

problem 

contains 

liquid  measure 

acre 

total 

integer 

fraction 

etc. 

etc. 

etc. 

3.  Counting  forward  and  backward  by  2’s,  3’s,  4’s,  5’s,  lO’s, 

(and  if  class  is  able  to  do  it)  by  6’s,  7’s,  8’s,  and  9’s  up  to 
100  starting  from  any  number. 

4.  Measuring  as  in  Grade  II  but  extended. 

5.  Games  continued  as  in  Grade  II. 

a.  Quick  oral  addition,  dictated  and  blackboard  columns. 

b.  Written  column  addition,  answers  always  to  he  proven 

by  adding  up  and  down.  Teach  process  carefully, 
having  children  name  results  only  in  adding. 

c.  Addition  of  all  units  (1  to  9  inclusive)  to  series  of 

numbers  ending  in  same  unit  figure, — 7,  27,  57,  17, 
etc.,  13,  83,  23,  93,  etc.,  until  process  and  results  are 
thoroughly  familiar.  This  is  the  foundation  of 


120 


Vermont  Course  of  Study 


of  sound  work  in  addition.  Combinations  must  be 
learned  so  thoroughly  that  neither  guessing  nor 
counting  will  be  used. 

d.  Addition  of  U.  S.  money;  of  denominate  numbers 
(same  denominations  without  changing). 

7.  Subtraction — Austrian  method  advised. 

Process  thoroughly  mastered.  Prove  answers  by  adding 
remainder  and  subtrahend. 

8.  Multiplication. 

a.  Tables  as  far  as  10  x  10.  Work  for  certainty  and 

rapidity.  Use  and  have  children  make  tables. 
Use  sets  of  drill  cards.  Give  speed  work  both  oral 
and  written.  Drill  especially  upon  difficult  com¬ 
binations,  6’s,  7’^^,  8’s  and  9’s.  Connect  with 
exercises  in  counting  (See  No.  3)  and  series  addi¬ 
tion  (See  No.  6,  c.)  Help  out  table  (and  counting)  of 
7’s  by  using  calendar;  8’s  and  9's  by  noting  sequence 
of  unit  figures.  Place  and  leave  most  difficult  com¬ 
binations  (singly)  on  blackboard  until  learned. 
Nothing,  however,  will  surpass  constant,  old- 
fashioned  drill,  which  may  be  enlivened  by  snappy 
work  and  contests  in  and  out  of  regular  order. 

b.  Short  multiplication;  abstract  munbers  and  U.  S. 

money;  figures,  (multiplicand  not  over  three 
places) . 

9.  Division. 

a.  Oral  and  wTitten  division  in  tables  (corresponding 

to  multiplication  tables).  Suggestions  for  learning 
multiplication  tables  will  all  apply  to  division. 

b.  Short  division  of  abstract  numbers  not  over  4  places 

and  U.  S.  money  wdthout  and  with  remainders. 
(Do  not  make  work  too  difficult.)  Answers  placed 

above  dividend,  e.  g., 

10.  Fractions. 

Exact  halves,  thirds,  fourths,  fifths  and  eighths  of 
numbers  up  to  24  so  divisible.  Relate  work  closely 
to  division  and  keep  work  clear  and  simple. 


Arithmetic 


121 


11.  Denominate  numbers. 

a.  Learning  names,  meaning  and  value  of  units  actually 

used  by  and  familiar  to  children.  (See  No.  2). 

b.  Simple  problems  dealing  with  such  numbers. 

12.  Problems. 

a.  Simple  problems  (Mostly  one-step  and  oral)  involving 

all  operations  and  work  outlined  above  (1  to  11). 
Give  much  attention  to  comprehension  of  language 
and  expressions  used  in  stating  and  solving  pro¬ 
blems.  They  are  generally  unfamiliar  and  strange 
to  children  and  are  the  source  of  most  of  the  con¬ 
fused  thinking  that  children  exhibit. 

b.  All  problems  are  finding  an  unknown  quantity  (an¬ 

swer)  bearing  an  expressed  relation  to  some  known 
quantity.  This  relation  must  in  ever>^  case  (first) 
be  understood  and  (second)  expressed  in  words. 
Then  the  appropriate  one  of  the  four  operations 
can  be  intelligently  used  to  secure  the  answer. 
Thus:  How  much  will  eight  oranges  cost  at  6  cents 
each?  Relation: — Six  cents  for  each  one,  or  eight 
6  cents,  or  eight  times  as  much  as  one  orange. 
Therefore  8x6  cents  or  48  cents. 

Divide  29  nuts  as  nearly  equally  as  possible  among  5 
boys.  Relation: — The  nuts  would  have  to  be 
^  divided  into  five  piles  or  parts,  one  for  each  boy. 
This  can  be  done  by  distributing  them  one  at  a 
time  or  (as  we  have  learned)  by  dividing  29  nuts 
by  5.  Therefore  29  nuts  -^5  =5  nuts  for  each  boy 
and  four  left  over. 

This  fundamental  principle  must  not  be  neglected  nor  over¬ 
looked.  1 

c.  For  satisfactory  problem  work,  pupils  must  thorough¬ 

ly  understand  also : — 

Meaning  and  value  of  quantities  used. 

\Vhat  the  meaning  and  effect  of  each  operation  is. 

How  to  perform  easily  and  accurately  the  operations 
required. 

d.  Whenever  possible  have  pupils  prove  their  results. 


122  Vermont  Course  of  Study 

Thus,  above,  how  could  it  be  shown  that  48  cents 
would  buy  8  oranges,  or  that  each  boy  would  have 
5  nuts  and  that  4  would  be  left? 
e.  Give  practice  in  estimating  answers,  and  in  going 
through  actual  operations  involving  measurements 
and  handling  of  quantities,  to  develop  sense  of 
values  and  relations. 

Suggestions. 

Daily  drill  in  quick  oral  'addition,  serial  addition  (No.  6,c.)  * 
and  mixed  multiplication  tables. 

Number  games. 

Playing  store,  carpenter,  gardener,  farmer,  school,  etc. 

Measurements  actually  made. 

Individual  records  kept  of  school  work. 

Mixed  oral  examples,  such  as: — Add '2  and  6,  double  it, 
divide  by  4,  add  1,  multiply  by  3,  subtract  11;  what  is  your 
answer? 

Think  of  a  number;  double  it;  add  8  (or  10);  divide  by  2; 
subtract  4  (or  5);  what  is  your  answer?  (Ans.  X).  You 
thought  of  X.  (Give  other  similar  work  but  have  it  simple.) 

Thrift  work  with  accounts  kept  of  results: — Earning  and 
saving  money;  expense  accounts;  amounts  saved  by  mending 
and  repairing,  by  caring  for  toys  and  all  articles;  amounts  lost 
by  thoughtless  spending,  carelessness,  waste,  etc. 

Project  work  of  all  kinds  that  make  work  real  and  help 
focus  attention  upon  the  work  in  hand.  (Note: — Organize  the 
course  clearly  and  do  not  allow  projects  to  distract  attention 
from  the  work  in  hand.) 

Give  frequent  brief  tests  to  determine  progress  and  to 
ascertain  where  effort  should  be  directed. 

GRADE  IV 

The  general  nature  and  content  of  the  work  is  like  that 
outlined  for  Grade  III,  but  more  advanced.  Much  greater 

facility  should  naturally  be  acquired  in  the  various  departments 
of  the  subject.  Do  not  neglect  constant  review  of  the  work  of 
Grade  III  and  drill  on  parts  where  pupils  work  too  slowly  or 


Arithmetic 


123 


inaccurately.  This  is  the  year  in  which  to  master  the  four 
fundamental  operat'ons  and  in  which  to  acquire  clear  relations 
of  quantities. 

The  outline  for  the  year  is  as  follows: 

1.  Notation  and  numeration. 

a.  Integers  to  1,000,000. 

b.  Roman  numerals  to  M. 

c.  U.  S.  money. 

/ 

d.  Fractions  and  mixed  numbers. 

e.  Denominate  numbers  as  used. 

2.  Extension  of  arithmetical  vocabulary. 

3.  Continue  counting  as  in  Grade  III. 

4.  Addition  and  subtraction  as  in  Grade  III. 

5.  Multiplication. 

a.  Tables  through  12  x  12. 

b.  Short  and  long  multiplication,  abstract  and  concrete 

numbers. 

6.  Division. 

a.  Tables  through  12’s. 

b.  Short  and  long  division,  exact  quotients  and  those 

with  remainders.  Pupils  should  thoroughly  master 
process  of  long  division,  at  least  with  divisors  of 
two  figures.  Begin  with  easy  divisors — 11,  21,  12, 
22,  13,  15,  31,  etc. 

c.  Division  as  measurement  when  dividend  and  divisor 

are  same  denomination  and  quotient  is  abstract. 
Division  as  partition  (fractional) — when  divisor  is 
abstract  and  quotient  is  same  denomination  as 
dividend. 

7.  Fractions; — General  work  with  halves,  thirds,  fourths,  fifths, 

sixths,  eighths,  tenths  and  twelfths. 

a.  Finding  fractional  parts  of  numbers  T,  I,  f,  t\,  I 

f ,  etc. 

b.  Simple  reduction  of  above  listed  fractions. 

c.  Addition  and  subtraction  of  fractions. 

d.  Multiplication  of  simple  fractions  by  integral  mul¬ 

tipliers  of  unit  order  (1  to  9). 

e.  Changing  improper  fractions  to  mixed  numbers. 


124 


Vermont  Course  of  Study 


f.  Oral  and  very  simple  written  problems. 

8.  Denominate  numbers  with  actual  measurements  and  appli¬ 

cations — ^Work  as  in  Grade  III,  but  extended. 

9.  Problems  involving  operations  listed  above  (1-8)  one  and 

two  operations. 

Note  suggestions  in  Grade  III  for  problem  work. 

Problem  work  and  original  projects  to  occupy  increasing 
proportion  of  time. 

Miscellaneous  work  continually  to  review  and  develop  work 
already  done. 

Work  to  eliminate  careless  and  loose  thinking. 

Drawing  to  a  scale  (1  inch  =  1  foot,  I'i  inch  =  1  foot.) 
Thrift  work  and  simple  accounts  of  receipts  and  expenses. 
Adopt  simple  forms  of  analysis  of  type  problems  as: — 

1.  What  is  given?  2.  What  is  required?  3.  What  is 
to  be  done?  4.^  Estimated  answer.  5.  Work  performed.  6. 
Answer  proved. 


PART  II 
GRADE  V 

The  work  of  the  first  four  years  or  grades  should  have  re¬ 
sulted  in  (1)  a  reasonable  mastery  of  the  four  operations  with 
integral  quantities;  (2)  familiarity  wdth  arithmetical  language; 
(3)  a  fair  knowledge  of  numerical  relations  and  a  good  sense  of 
values;  (4)  the  beginning  of  abstract  mathematical  reasoning 
under  direction. 

These  attainments  must  be  greatly  strengthened  and 
broadened.  In  the  fifth  and  following  grades,  arithmetic  must 
be  expanded  to  include  (1)  reasonably  complete  topical  treat¬ 
ment — fractions,  decimals,  denominate  numbers,  percentage, 
m.ensuration,  etc;  (2)  selective,  reasoning  processes  where  the 
pupil  thinks  out  the  proper  or  best  way  to  solve  a  given  problem: 
(3)  creative  thinking,  where  the  pupil  or  class  originates  new  ex¬ 
amples,  problems  and  projects  and  works  them  out. 

Especial  attention  must  be  given  in  this  and  following 
grades  to  how  pupils  study,  to  developing  dear  and  correct  methods 
of  thought  and  operations  and  to  arrangement  of  work  on  paper. 


I 


Arithmetic  125 

Special  work  for  the  year  includes: 

a.  Careful  and  thorough  review  and  practice  of  pre¬ 

ceding  work  for  mastery,  accuracy,  and  speed. 
Give  tests  for  ability  and  give  special  drill  and 
practice  where  needed. 

b.  Fractions — -complete  treatment  of  subject. 

c.  Simple  work  in  decimals. 

d.  Developm.ent  of  problem  work. 

The  complete  outline  for  the  year  is  as  follows:  ^ 

1.  Notation  and  numeration. 

Integers  to  1,000,000.  Decimals  to  two  places. 

Roman  numerals  to  M  and  their  general  use. 
Denominate  numbers  as  needed. 

2.  Four  operations. 

Emphasize  quick,  accurate  column  addition  with  com¬ 
binations  of  two  or  m.ore  units  in  one  mental  opera¬ 
tion,  multiplication  tables  and  long  division. 

3.  Fractions. 

a.  Reading  and  writing  fractions  and  mixed  numbers. 

Meaning  of  concrete  fractions  made  clear  by  every¬ 
day  use: — -Half  a  mile,  quarter  of  a  dollar,  half 
dozen,  one-third  off,  etc.,  special  names  for  frac¬ 
tional  parts  of  units,  e.  g.,  34  bu.  =  1  peck;  yi 
peck  =  1  qt. ;  A  ft.  =  1  in. ;  hr.  =  1  m. ; 
dollar  =  1  cent ;  1  week  =  1  day,  etc. 

b.  Reduction: — To  different  denominations;  to  and 

from  mixed  numbers  and  whole  numbers. 

c.  Addition  and  subtraction: — -Of  like  fractions;  of 

unlike  fractions  reduced  to  comm.on  denominators. 

d.  Multiplication: — -Of  fractions  and  mixed  numbers  by 

whole  numbers;  of  whole  numbers  by  fractions;  of 
fractions  by  fractions  (reducing  mixed  numbers  to 
improper  fractions) . 

e.  Division: — -As  in  multiplication.  'Start  with  method 

of  reduction  to  common  denominators,  then  de¬ 
velop  method  of  inverting  divisor. 

Notes: — Proceed  slowly.  Use  small  and  simple  fractions. 
Use  objects  and  illustrations  freely.  See  that  work  and  opera- 


126 


Vermont  Course  of  Study 


lions  are  clearly  understood,  not  merely  memorized.  Develop 
principles  and  rules  of  multiplication  and  division  carefully. 
Most  work  in  fractions  should  be  done  with  halves,  thirds, 
fourths,  fifths,  sixths,  eighths,  twelfths,  and  their  common  de¬ 
nominators,  and  with  tenths  and  hundredths  as  preparation  for 
decimals. 

f.  Problems  with  fractions  simultaneously  with  develop¬ 
ment  work.  If  properly  used  problems  will  greatly 
aid  and  clarify  abstract  work.  Problems  involving 
fractions  (and  later  decimals  and  percentage) 
naturally  group  themselves  into  the  three  well- 
known  types  or  cases — finding  a  part  of  a  quantity; 
finding  a  quantity  when  a  part  is  given;  finding 
what  part  one  quantity  is  of  another.  Problems 
of  the  last  two  types  must  be  very  simple,  and 
easily  illustrated  by  objects  or  diagrams. 

4.  Decimals. 

a.  Notation  and  numeration  with  explanation  of  mean¬ 

ing. 

b.  Changing  common  fractions  (h,  i,  I,  5,  3,  etc.) 

to  decimals  and  reverse.  Decimal  equivalents 
thoroughly  learned. 

^  c.  Aliquot  parts  of  a  dollar  expressed  fractionally, 
decimally  and  in  cents. 

d.  Four  operations  with  decimals  (Answ^ers  or  quantities 

not  to  contain  over  three  decimal  places).  Em¬ 
phasize  multiplying  and  dividing  numbers  by  10 
and  100,  20  and  200,  30  and  300,  etc.,  securing 
answers  by  adding  or  removing  ciphers,  or  by  mov¬ 
ing  the  decimal  point. 

Note: — Fundamental  principles  are  same  for  decimal  as  for 
other  fractions. 

e.  Problems — as  for  fractions. 

5.  Denominate  numbers. 

a.  Tables  learned — linear  and  square  measure;  dry  and 

liquid  measure;  time;  avoirdupois  weight. 

b.  Simple  reduction. 

c.  Problems. 


Arithmetic 


127 


6.  Problems.  An  increasing  proportion  of  time  must  be  given 
in  this  and  following  grades.  They  should  not  be  com¬ 
plicated  nor  in  the  nature  of  puzzles  (save  as  arithmetical 
puzzles  may  be  given  as  such  to  arouse  interest).  Oral 
analysis  should  be  clear  and  definite,  expressed  in  good 
English.  Problems  and  formal  work  must  be  closely  and 
vitally  related  so  that  each  will  help  the  other.  So  far  as 
possible  have  them  deal  with  activities  and  interests  of 
children,  their  families,  homes,  and  community,  matters 
arising  in  school  work — history,  geography,  and  develop¬ 
ment  of  practical  knowledge.  Use  diagrams  very  freely. 
Have  children  make  actual  measurements  and  solve  pro¬ 
blems  arising  therefrom. 

In  denominate  numbers  give  easy  examples  in  length — ■ 
fences,  paths,  distances,  cost  on  basis  of  length, 
etc.,  rectangular  areas — board  measure,  carpeting, 
gardens,  etc.,  weight  and  measure  of  capacity; 
buying  and  selling  problems  involving  fractions, 
decimals  and  denominate  numbers. 

Suggestions: — Oral  or  mental  arithmetic  should  be  em¬ 
phasized. 

Use  farm  problems  constantly — crops,  stock,  equipment, 
expenses,  etc.  Continue  thrift  instruction,  problems,  accounts, 
gains  by  care,  losses  by  neglect. 

GRADE  VI 

In  planning  and  conducting  the  work  in  Arithmetic  for  this 
grade,  several  things  must  constantly  be  kept  in  mind. 

First,  in  this  grade  formal  presentation,  development,  and 
regular,  intensive  practice  of  fundamental  operations  and  essen¬ 
tials  of  arithmetic  are  supposed  to  be  completed.  The  pupils 
are  expected  to  have  acquired  a  reasonable  mastery  of  such 
work,  to  work  accurately,  quickly,  and  intelligently  to  the  end 
that  they  can  apply  their  knowledge  of  their  own  accord  to  new 
problems. 

Second,  this  grade  marks  the  completion  of  distinctly 
elementary  work.  (Also  for  some  children,  completion  of  school- 


128 


Vermont  Course  of  Study 


ing).  Following  Vvork  will  be  largely  development  of  appli¬ 
cations,  problems  and  projects,  development  of  skill  and  in¬ 
genuity,  etc.,  and  must  be  based  upon  competence  and  ability 
in  fundamentals  and  clear  comprehension  of  operations  and  re¬ 
lations,  and  not  be  hampered  by  devoting  excessive  time  to 
review  and  making  up  poor  work. 

Third,  the  reasoning  powers  of  children  develop  rapidly 
in  this  grade,  and  should  be  trained  carefully.  The  proportion 
of  problem^  work  must  be  larger  than  in  previous  grades,  but 
problems  m.ust  be  kept  simple  and  tend  toward  clear  thinking,  not 
toward  guessing  or  confusion. 

It  is  necessary  then  in  this  grade  to  emphasize : 

a.  Review  and  drill  on  all  processes  hitherto  taught, 

especially  with  fractions,  decimials  and  per  cents. 

b.  Fixing  habits  of  accuracy,  neatness,  proving  results. 

c.  Developing  sense  of  values  and  relations,  and  analysis 

of  problem.s. 

The  special  new  work  for  the  year  will  'be  denominate 
numbers,  bills  and  accounts,  and  percentage.  Note  carefully 
also  additional  development  of  fractions  and  decimals. 

Cornplete  outline  is  as  follows : 

1.  Continued  practice  in  four  operations,  especially  addition, 

with  integers,  money,  decimials,  fractions  and  denominate 
numbers.  Miscellaneous  examples  involving  arrangement 
and  reduction. 

2.  Fractions. 

a.  Four  operations;  division  by  inversion  of  divisor; 

common  divisors  and  multiples ;  reduction  to  higher 
and  lower  denominations. 

b.  Oral  work  with  easy  fractions  especially  aliquot  parts 

of  100. 

c.  Changing  fractions  to  decimals  and  vice  versa. 

d.  Problems  involving  fractional  quantities  and  solutions 

by  fractional  processes. 

Note: — Terminology,  methods  and  operations  must  be 
clearly  explained  and  illustrated  freely  by  diagrams — linear, 
rectangular  areas,  circles,  etc. — and  quantities  (pictured  or  real) 

3.  Decimals. 


Arithmetic 


129 


a.  Notation  and  numeration,  any  denomination;  de¬ 

cimals  with  ciphers. 

b.  Four  operations,  paying  careful  attention  to  arrange¬ 

ment  and  rules  for  pointing  off.  Multiplying  and 
dividing  by  moving  point. 

c.  Changing  to  fractions  and  reverse;  to  per  cents  and 

reverse. 

d.  Problems  involving  decimals,  including  easy  applica¬ 

tions  to  denominate  numbers,  business,  statistics. 
Note: — Be  sure  work  is  clearly  understood  (See  note  under 
Fractions).  Mastery  of  decimals  is  essential  for  satisfactory 
work  in  percentage. 

4.  Percentage.  Introductory  {to  accompany  work  with  decimals). 

a.  Terminology.  Meaning  and  use  of  terms  per  cent, 

percentage,  expressions  of  type:  8  is  10%  of  80; 
25%  of  16  =  4;  find  30%  of  50;  45  is  12}^%  more 
than  40,  etc.  Emphasize  fundamental  fact  that 
per  cent  means  hundredths. 

b.  Changing  easy  fractions,  decimals  and  per  cents,  one 

to  the  other,  and  oral  problems  done  in  these  three 
ways.  (e.  g.  f  or  .4  or  40%  of  my  money  is  $24. 
How  much  have  I?)  or  involving  changes  (e.  g. 
Find  33i%  (  =i)  of  420  lbs.) 

c.  Easy  problems  applying  chiefly  to  business. 

5.  Denominate  numbers. 

a.  Tables,  terminology  and  abbreviations  for: — 

1.  Linear  measure. 

2.  Square  measure. 

3.  Cubical  measure  and  cord  wood. 

4.  Liquid  and  dry  measure. 

5.  Avoirdupois  weight. 

^  6.  Study  of  common  units  and  values  (e.  g.  1  bbl. 
equals  2J4  bu.;  Ibu.  =1%  cu.  ft.;  1  load  of  earth, 
etc.) 

b.  Reduction  to  higher  or  lower  denomination;  to  other 

denominations  (gallons  to  weight,  etc.)  Easy 
examples  only. 

c.  Four  operations.  (Simple  only). 


130 


Vermont  Course  of  Study 


d.  Problems  and  applications  (no/ Fencing, 

areas  in  farming  problems;  making  gardens,  walks; 
lumber;  roofing;  content  of  bins,  boxes,  excava¬ 
tions;  carpenters’  problems;  flooring,  plastering, 
painting,  papering;  grocers’  problems  involving 
measuring;  commercial  transactions  involving 
weights  and  measures;  practical  measurements  and 
projects. 

Note.  Have  children  distinguish  clearly  between  linear 
measure  (perimeter)  and  square  measure  (areas).  Success 
in  denominate  numbers  is  dependent  upon  clear  conceptions. 
Use  diagrams,  actual  measurements,  and  illustrations  con¬ 
stantly.  Do  not  give  involved  or  confusing  problems.  Ascertain 
common  methods  of  computation  employed  in  the  locality 
and  give  practice  in  their  use.  Supervise  carefully  pupils’ 
methods  of  study,  work  and  explanation. 

Use  extended,  easy  projects  involving  measurements,  money, 
fractions,  and  decimals.  Such  are: — ■ 

Planning  and  carrying  through  a  garden.  > 

Building  a  one  room  camp  or  hen  house. 

Shingle  a  barn. 

Floor,  plaster,  paper  and  paint  a  room. 

Keep  one  week’s  household  account,  buying  gro¬ 
ceries,  clothes,  fuel,  winter  vegetables. 

6.  Bills,  receipts,  cash  accounts,  and  ordinary  business  forms. 

Pay  attention  to  accuracy  and  correct  forms.  Have  pupils 
make  and  use  regular  forms  for  bills,  etc.,  and  learn  cus¬ 
tomary  expressions. 

7.  Percentage  continued  (last  part  of  year). 

a.  Continued  practice  as  for  Introductory  Percentage. 

b.  Examples  and  simple  problems  in  three  cases  of  per¬ 

centage. 

c.  Profit  and  loss  in  buying  and  selling;  waste  or  loss  and 

growth  or  accumulation;  thrift  or  carelessness. 

d.  Income  and  expenses. 

e.  Trade  discounts,  mark  down  sales,  etc. 

f.  Simple  interest  for  years  and  half  years  at  4%,  5% 

and  6%  applied  to  savings  and  to  debts. 


Arithmetic 


131 


g.  Thrift  problems — Simple  budgets  on  per  cent  basis; 
saving  10%  of  money;  bank  deposits, and  interest; 
farm  and  home  projects. 

/ 

PART  III 
GRADES  7  AND  8 

In  the  work  of  the  preceding  grades  the  essentials  of  arith¬ 
metic  should  have  been  quite  thoroughly  covered,  though  not 
sufficiently  mastered.  Drill,  application  and  development  are 
the  chief  things  to  be  striven  for  in  higher  grades.  Hence  the 
teacher  must  continually  emphasize: — 

1.  Drill  in  fundamental  operations  and  problems  for 
quickness,  accuracy  and  facility.  Provide  large  amount  of  drill 
work  outside  of  the  book.  Use  hektograph  or  other  duplicating 
machine.  (A  minor  part,  however,  of  time  allowed  for  arith¬ 
metic)  . 

2.  Abundant  work  with  an  analysis  of  problems  to.  increase 
ability  to  apply  arithmetical  processes  skillfully  and  intelligently. 

3.  Introduction  and  mastery  of  new,  related  subjects  of 
mathematical  nature  (bank  accounts,  circular  measure,  insurance, 
etc.) 

4.  Projects,  involving  utilization  of  acquired  knowledge 
and  original  thinking  to  develop  power.  Subjects  taken  from 
local  community,  children’s  own  activities,  practical  business, 
a)nd  actual  life — real  things  of  vital  interest  and  value  to  children 
should  constitute  the  great  part  of  the  work.  Find  out  methods 
and  problems  of  local  mason,  carpenter,  store-keeper,  banker, 
etc.  Obtain  in  this  way  original  and  real  problems. 

In  all  problem  work,  have  children  trained  to  observe  the 
following  carefully: — 

1.  Understand  the  problem  clearly;  read  and  re-read  it  if 
necessary  until  there  is  no  confusion  about  it. 

2.  Think — Analyze  the  situation;  think  what  is  wanted, 
what  is  given  or  known,  the  relations  involved,  what  is  the  right 
and  best  method  to  use.  Think  the  problem  through  without 
figuring,  but  estimating  the  answer. 


132 


Vermont  Course  of  Study 


3.  Do  the  work, — neatly,  accurately,  quickly,  and  econo¬ 
mically  (business  or  short  methods,  etc.) 

4'.  Check  or  prove  results.  Know  you  are  right;  be  inde¬ 
pendent  of  others;  never  give  up  until  you  have  succeeded. 

Teachers  are  requested  to  familiarize  themselves  with 
general  directions  and  with  outlines  for  previous  grades  in  order 
to  make  work  in  these  grades  most  effective. 

In  Grades  7  and  8  work  constantly  for  direct  and  short 
methods,  accuracy,  cleat  and  logical  thinking  and  ingenuity. 
Grade  outlines  for  work  are  as  follows: 

GRADE  SEVEN 

Review,  drill  and  applications  of  previous  work. 

Percentage  continued  with  applications  to — 

Profit  and  loss  Commission  (direct) 

Discount  Taxes  (direct  process) 

Insurance — fire  and  life  Interest,  simple  and  annual. 
Measuring,  drawing  to  scale,  accurate  diagrams,  to  illustrate 
and  explain  problems  and  to  develop  mathematical  sense. 
Measurements  and  denominate  numbers : 

Linear,  square,  and  volume  measures.  i 

Contents  of  bins,  tanks,  cylinders. 

Business  practice  and  simple  accounting — using  regular 
ruled  and  business  forms. 

Safe  investments  and  their  returns : 

Savings  accounts  Thrift  plans 

Regular  amounts  saved  Stocks  and  bonds. 

Farm  problems  of  various  kinds: — 

Milk,  cream,  butter,  records  of  cows,  cost  of  feed,  shelter, 
labor,  production  and  sale;  profit  or  loss. 

Poultry,  eggs,  chickens,  dressed  fowl,  costs,  receipts,  profit 
or  loss. 

Garden  and  farm  crops  in  similar  manner. 

Farm  accounting,  inventories,  wear  and  tear,  depreciation, 
increase  of  stock,  labor  costs,  interest,  taxes,  insur¬ 
ance,  care  and  use  of  implements. 

Local  business  problems,  developed  similarly  to  farm  pro- 


Arithmetic 


133 


blems.  These  may  deal  with  groceries,  grain,  coal,  dry  goods, 
etc.,  garage,  masons,  plumbers,  contractors,  etc.  Visits  to 
business  places  and  farms  will  clear  up  in  the  minds  of  pupils 
many  technical  points  and  add  new  interest  to  the  work. 

Personal,  household,  thrift,  project  and  other  practical 
accounts — using  standard  forms  and  methods. 

Original  problems  and  projects. 

Note:  In  developing  work  outlined  for  this  grade  the  teacher 
must  exercise  care  to  keep  work  within  the  grasp  of  her  pupils, 
to  develop  work  logically  and  steadily  and  to  avoid  superficial 
or  careless  work  through  too  great  a  variety  of  applications. 
Select  from  rather  than  attempt  to  cover  the  whole  field  of 
arithmetic.  A  good  text  book  carefully  used  will  prevent  many 
mistakes  in  judgment. 


GRADE  EIGHT 

The  general  subject  matter  covers  the  same  topics  given  for 
Grade  Seven,  and  the  treatment  is  similar.  The  topics  are, 
however,  more  fully  expanded,  harder  problems  are  given, 
requirements  of  speed,  accuracy,  reasoning,  comprehension  and 
application  are  more  exacting. 

In  drill  or  review  work  the  teacher  should  not  waste  time  on 
familiar  or  thoroughly  mastered  matter,  but  watch  out  for  weak 
points  and  work  on  those.  Work,  however,  to  improve  rapid 
and  absolutely  accurate  addition. 

Subjects  that  need  especial  development  beyond  seventh 
grade  assignments  include: — 

Bank  accounts — checks — deposit  slips — ^loans — discount — 
drafts — exchange . 

Interest — compound  and  (as  time  permits)  annual  interest 
applied  to  partial  payments  (Vermont  rule). 

Corporations,  associations,  stock  companies. 

Accounts  and  business  practice. 

Farm,  business,  personal,  social,  etc.,  projects. 

Latitude  and  Longitude  (if  time  permits). 

Ratio  and  proportion — simple  work. 

Square  root  and  applications. 


134 


Vermont  Course  or  Study 


Advanced  mensuration. 

New  work  for  the  year  should  include  beyond  above  ex 
pansion  of  topics: — 

1.  Metric  system — tables,  simple  operations  and  problems, 
emphasizing  linear  and  square  measure  and  weight. 

2.  Algebra — Notation  and  numeration,  value  of  quantities, 
four  operations,  simple  equations  and  problems  of  one  unknown 
quantity  of  first  degree,  use  and  removal  of  parentheses.  (If 
time  permits  teach  also  clearing  an  equation  of  fractions  and 
factoring) . 

3.  Geometric  construction  and  graphs,  associating  work 
with  mensuration,  problems  and  accounting. 


Geography 


135 


IX.  GEOGRAPHY 

A  knowledge  of  the  earth  as  one  would  find  it  through  travel 
and  first-hand  acquaintance,  of  its  wealth  in  different  parts,  of 
its  vegetable  and  animal  life,  and  its  varied  products  and  resources, 
a  clear  grasp  of  the  great  energies — heat,  light,  electricity,  motion 
— and  their  effects  upon  climate,  life,  etc.,  and  above  all  a  famil¬ 
iarity  with  man’s  place,  adjustment,  activities  and  utilization 
of  resources  throughout  the  world — these  constitute  the  sub¬ 
stance  of  geographical  instruction  and  the  ends  to  be  achieved. 

The  study  of  geography  involves  dealing  with  and  knowing 
real  things  in  our  material  environment  (home  geography) ; 
leairning  by  first-hand  experience  all  we  can,  and  through  im¬ 
agination  (based  upon  personal  experiences,  pictures,  maps, 
study,  comparisons,  discussions  and  the  like)  the  important 
things  in  other  parts  of  the  world,  the  personal  and  group  life  of 
peoples,  and  the  inter-related  activities  of  men  throughout  the 
earth. 

Methods  of  teaching  have  changed  much  with  the  broader 
and  more  reasonable  modern  conception  of  geography.  Certain 
facts  of  location,  conditions,  etc  ,  must  be  clearly  and  accurately 
known,  but  they  are  to  be  used  to  build  up  a  body  of  geographic 
knowledge  and  principles  of  permanent  value  in  understanding 
and  making  life  adjustments.  In  upper  grades,  to  test  the 
pupils’  understanding  of  these  principles,  as  well  as  to  give  them 
practice  in  applying  knowledge,  the  teacher  should  constantly 
suggest  and  develop  problems  and  projects  whose  solutions  de¬ 
mand,  first,  reasoning  from  cause  to  effect,  second,  checking  up 
inferences  by  securing  facts  on  the  subject  from  reliable  sources, 
and,  third,  estimating  effects  and  values  for  humanity. 

Geography,  then  appears  to  be  primarily  a  social  study  and 
must  be  treated  as  such.  Its  scope  is  very  wide,  including  sub¬ 
ject  matter  that  in  the  elementary  course  may  be  briefly  outlined 
as  follows : 

I.  Man’s  material  environment. 

A.  Inanimate. 

1.  Land; — Surface,  soil,  minerals. 


136 


Vermont  Course  of  Study 


2.  Water: — Oceans,  rivers,  springs,  rain,  snow,  etc. 

3.  Atmosphere: — Temperature,  movements,  mois¬ 
ture,  changes,  etc. 

(All  more  or  less  dependent  upon  earth’s  planetary  re¬ 
lations)  , 

B.  Animate. 

1.  Plant  life. 

2.  Animal  life. 

(Both  dependent  upon  natural  environment  and  on  each 
other;  also  affecting  and  affected  by  men.) 

(Result:  Physiography.) 

II.  Man’s  adjustment  to  and  utilization  of  his  material  en¬ 
vironment. 

A.  In  securing  fundamentals  of  life :  food,  shelter,  clothing. 

1.  In  their  natural  form. 

2.  In  changed  forms  through  cultivation,  altera¬ 

tion,  manufacturing,  invention,  etc. 

(Result:  Industrial  geography.) 

B.  In  finding  locations  suited  to  man’s  needs,  ambitions, 

or  temperament,  and  in  forming  governments 
and  social  usages  to  fit  the  groups  thus 
separated. 

(Result:  Political  geography). 

C.  In  co-operating  with  fellow  men  wherever  they  may  be. 

(Result:  Commercial  geography.) 

It  will  be  the  tea'cher’s  task  in  the  elementary  course  to 
select  with  the  assistance  of  text  books  and  from  outside  sources 
so  much  as  her  pupils  can  comprehend  and  utilize  for  their  own 
immediate  and  future  profitable  adjustment  to  their  environ¬ 
ment,  and  for  a  fuller  knowledge  of  the  wonderful  earth  on  which 
we  live. 

In  general  the  facts  are  of  less  importance  than  the  ex¬ 
periences  and  thinking  which  lead  to  or  from  them,  yet  a  reason¬ 
able  body  of  facts  accurately  known,  and  some  drill  are  ab¬ 
solutely  necessary  to  make  geography  clear  and  valuable.  The 
teacher  must  use  skill  in  selecting  these  important  facts,  and  in 
developing  topics,  problems,  projects,  research,  etc.,  to  enrich 
and  vitalize  the  course. 


Geography 


137 


It  will  be  the  aim  in  this  outline  to  suggest  many  such 
facts  and  possible  problems  or  means  which  may  be  available 
to  Vermont  teachers;  to  show  how  some  of  these  may  be  worked 
out  in  detail;  and  to  suggest  what  minimum  achievements 
(knowledge,  habits,  skill,  appreciation  and  judgments)  may  be 
desirable  in  school  grades. 

Teachers  must  take  pains  as  the  class  proceeds  to  explain 
the  vocabulary  of  geography  thoroughly;  to  emphasize  the  social, 
industrial,  physical,  political  and  commercial  features  of  the  work; 
to  group  facts  and  phenomena  about  central  causal  or  striking 
facts;  to  used  socialized  recitations,  project  methods  and  supple¬ 
mentary  study  very  freely. 

GEOGRAPHY.  GRADE  I 

Although  geography  as  a  separate  subject  is  not  taught 
below  the  third  grade,  yet  it  is  desirable  that  we  should  clearly 
recognize  its  ‘  ‘beginnings”  in  much  of  the  activity  that  is  a  direct 
outgrowth  of  children’s  interests  in  the  first  grade. 

Our  aim,  then,  is  to  foster  the  child’s  interests  in  matters 
pertaining  to  the  home  environment  and  to  give  him  some 
knowledge  of  the  social  activities  centered  around  it. 

Problems. 

A  child’s  first  interests  are  social  in  character  and  are  there¬ 
fore  centered  about  his  daily  living.  His  experiences  are  de¬ 
pendent  upon : —  ^ 

(1)  Physical  necessities — 

Food,  shelter,  clothing. 

(2)  The  school — 

Which  teaches  how  to  do  things  and  thus 
equips  one  with  increasing  ability  to  pro¬ 
vide  for  the  future. 

(3)  The  community — 

Upon  which  the  home  depends  because  of: 
Local  industries. 

Social  intercouse. 

(4)  Physical  environment — 

Climate  as  affected  by  seasons  and  months. 
Weather  record. 


138 


Vermont  Course  of  Stuby 


Methods: 

Modem  Psychology  has  shown  to  us  that  at  certain  stages 
in  the  child’s  life  certain  predominating  interests  are  likely  to 
appear.  Such,  for  instance,  as  the  desire  to  construct  some 
fomi  of  shelter,  a  tent,  a  house,  or  shack,  into  which  he  may 
crawl. 

It  then  becomes  the  duty  of  the  school  to  recognize  these 
dawning  instincts  as  they  manifest  themselves,  and  to  provide 
subject  matter  in  the  way  of  experiences,  materials  and  text 
books,  that  will  stimulate  and  develop  these  healthy  normal 
child-interests.  For  lack  of  space,  or  for  other  reasons,  the 
rural  school  may  not  be  able  to  meet  the  conditions  necessary 
to  construct  a  hut  or  play  house  within  the  school  building.  In 
such  cases  suitable  materials  should  be  provided,  such  as  boxes 
or  boards,  so  the  work  may  be  carried  on  out-of-doors  on  the 
school  grounds. 

In  a  social  situation  of  this  sort  children  gain  much  first 
hand  information  of  the  mdimentary  laws  governing  the  con¬ 
struction  of  more  elaborate  and  permanent  buildings.  Also  the 
ability  to  work  together  harmoniously,  in  a  common  cause. 
Results  to  be  attained. 

Some  of  the  ways  in  which  the  Home  and  Family  Life  are 
dependent  upon — 

(1)  Physical  Necessities. 

Food. 

Some  knowledge  of  the  planting  and  harvesting  of 
crops. 

Information  gained  from  excursions  made  to  dairies, 
markets,  groceries,  and  bakeries. 

Shelter. 

Some  knowledge  of  suitable  building  materials, 
such  as  wood,  brick,  stone,  cement  and  steel. 

Through  much  handling  and  building  with  boards, 
boxes,  and  blocks,  ideas  in  connection  with  con¬ 
struction  work. 

Clothing. 

Some  knowledge  of  the  sources  of  wool  and  cotton. 


/ 


Geography 


139 


The  ability  to  weave,  on  small  looms,  such  articles 
of  doll’s  apparel  as  hoods,  scarfs  and  muffs. 

(2)  If  the  school  has  wisely  provided  the  right  sort  of  subject 

matter  in  the  way  of  experiences,  materials  ,and 
text  books,  the  child  will  possess  an  increased 
ability  to  accomplish  things  and  derive  great 
satisfaction  in  so  doing. 

(3)  Physical  Environment. 

Ability  to  recognize  signs  of  the  seasons  as  observed  in 

(1)  Plants  and  animals. 

(2)  People  in  their  sports,  occupations,  clothing, 
homes. 

Weather  record. 

(1)  Ability  to  record  on  the  calendar,  weather  for 
the  day. 

(2)  Familiarity  with  terms  to  indicate  the  different 
kinds  of  weather,  such  as  fair,  cloudy,  rainy, 
snowy. 


GEOGRAPHY.  GRADES  2  and  3 

Aims. 

The  work  is  to  continue  incidental  and  general,  much  the 
same  character  as  in  Grade  1,  but  in  more  detail  and  to  secure 
greater  knowledge  of  geographical  facts.  The  child’s  interests 
will  not  only  be  centered  on  local  or  home  problems,  but  will 
constantly  expand,  especially  in  the  third  grade,  to  include  the 
environment  and  activities  of  primitive  peoples  and  of  those  in 
different  geographical  surroundings. 

In  following  this  single  outline  for  two  grades,  emphasize 
Part  I  and  treat  Part  II  lightly  in  the  second  grade;  review  Part 
I  and  expand  Part  II  in  the  third  grade. 


Part . I 


Problems. 

The  Home  and  Family  Life  as  dependent  upon — 
(1)  Physical  necessities. 

(a)  Food. 

Its  sources,  preservation,  preparation 
and  transportation. 


for  use 


( 


140 


Vermont  Course  of  Study 


Compare  our  own  habits  and  customs  with 
those  of  other  peoples,  such  as  Indians, 

-  Eskimos,  Arabs,  cave  men,  tree  dwellers. 

(b)  Shelter— Various  types  for  different  peoples. 

(c)  Clothing  and  its  uses — 

Protection. 

Adornment. 

Clothing  worn  in  winter  and  summer. 
Materials  used  by  Indians,  Eskimos,  Arabs, 
cave  men,  tree  dwellers. 

Uses  of  materials  as  conditioned  by  social  or 
industrial  situations. 

(2)  Physical  environment  (seasonal). 

(a)  Changes  in  plant  and  animal  life. 

(b)  A  comparison  of  Vermont  habits  and  customs 

due  to  climatic  conditions  with  those  of 
people  in  different  parts  of  the  world,  such  as 
the  Eskimos  and  Arabs. 

Methods. 

It  is  not  probable  that  all  the  subjects  listed  above  will  come 
up  for  discussion.  They  are  the  things  in  which  children’s 
interests  are  naturally  centered.  The  thoughtful  teacher  will 
listen  sympathetically  to  her  children’s  questions  and  go  with 
them,  in  imagination,  out  into  the  world  of  other  people,  whose 
habits  and  customs  are  different  from  ours.  Just  the  order  in 
which  the  subjects  shall  be  discussed,  and  the  tim*e  alloted  to 

Ip 

each,  will  vary  according  to  the’  recognized  needs  of  groups  of 
children. 

The  teacher  must  be  keen  to  recognize  the  fact  that  jiist  as 
soon  as  any  child  begins  to  talk  about  a  subject  that  has  possible 
bearing  upon  any  of  these  mentioned,  or  brings  from  home  any¬ 
thing  that  may  lead  to  a  discussion  of  the  same,  then  is  the  time 
to  bring  it  before  the  class. 

The  way  of  approach  should  always  be  through  the  child’s 
interests,  else  little  permanent  learning  will  be  acquired. 

The  child  has  many  desirable  interests  and  a  wise  teacher 
should  foster  these  and  discourage  all  others  less  worthy. 


Geography 


141 


Results  to  be  Attained. 

Home  and  family  life  necessities  in  Vermont  compared 
with  those  of  other  peoples,  as  follows : 

Peoples: — Tree  dwellers,  cave  men,  Eskimos,  Indians,  Arabs. 

(1)  Principal  foods  of  each,  and  ways  these  foods  were  pre¬ 

pared,  preserved  and  transported.. 

(2)  Shelter — Help  the  child  to  see  the  responses  to  cli¬ 

matic  conditions. 

Dwellings,  shelters  and  homes  of  each  group,  methods 
of  protection  from  storms,  winter,  animals  and  enemies. 
Family  and  community  life. 

(3)  Clothing — Materials  used,  how  made  and  ornamented, 

costumes  for  men,  women  and  children,  foot  wear,  head 
covering. 

(4)  Weapons  and  utensils  that  are  characteristic. 

As  a  resiilt  of  this  study,  showing  the  evolution  of  home  and 
family  life,  children  should  be  led,  in  imagination^  to  think  out 
for  themselves,  just  why  it  was  that  geographical  surroundings 
conditioned  the  needs  of  different  peoples,  and  also  why  they 
chose  certain  methods  with  which  to  meet  these  needs. 


Part  II 


2.  The  Community. 

(1)  Some  knowledge  gained  from  observation  of  the  various 
city,  town  or  village  departments  that  offer  protec¬ 
tion  to  the  home,  such  as — 

The  fire  department,  the  police  department,  the  street 
department. 

Children  should  learn  to  co-operate  and  refrain  from 
scattering  papers,  or  throwing  refuse  upon  streets 
and  sidewalks,  or  marking  on  fences  and  walls. 

Upon  the  rural  community  rests  the  same  obligation,  namely 
of  working  together  toward  a  common  end,  wUich  in  this  case 
means  assuming  the  responsibility  of  keeping  public  highways 
and  picnic  grounds  as  attractive,  clean  and  wholesome  as  pos¬ 
sible. 


142 


Vermont  Course  of  Study 


(.-2)  Public  Utilities. 

Children  should  know  as  much  as  their  ages  and  capa-. 
cities  for  knowledge  will  permit,  of  such  public 
utilities  as  their  city,  town,  village,  or  rural  com¬ 
munity  provides.  This  may  be  gained  by  visits  to 
local  pumping  stations,  gas  and  electric  power  sta¬ 
tions,  telephone  exchanges,  telegraph  and  post  offices. 
(3)  Public  parks  and  playgrounds,  church,  school  and  picnic 
grounds. 

Here  again,  children  should  know  how  to  use  and 
appreciate  these  places. 

3.  Physical  Environment. 

(1)  Effects  of  day  and  night  on  plants,  animals  and  man. 

(2)  Effects  of  the  seasons. 

On  plant  and  animal  life  in  different  regions. 

On  life  of  peoples. 

(3)  Local  weather  conditions. 

Wind,  temperature  and  length  of  day  noted  on  per¬ 
manent  records. 

GEOGRAPHY.  GRADE  4 

Aims. 

The  study  this  year  aims, — 1st,  to  gather  up  previous  in¬ 
struction  regarding  primitive  and  different  typical  peoples,  so 
that  the  child  may  image  a  larger  world  beyond  his  owm  home 
land;  2nd,  to  study  home  or  out-of-door  geography  so  that  he 
may  begin  to  know  his  own  geographic  environment  fully,  and 
to  visualize  geographic  facts  and  conditions  as  described  in  text 
books  and  illustrations. 

Experiments  and  Problems  Available 

What  are  some  of  the  everyday  experiences  of  people  in  the 
different  heat  belts  of  the  world  as  contrasted  with  the  child’s 
experiences  in  his  own  homeland?  Difference  in  location  or 
position,  advantages  and  disadvantages  may  form  a  basis  for 
comparison. 

I.  Life  in  Type  Regions. 

1.  Life  in  the  Arctic  Regions  or  Cold  Belt. 

Greenland — Lapland — Alaska . 


Geography 


148 


(1)  General  location,  position  and  boundaries. 

Ice  fields,  tundras,  forests,  etc. 

(2)  Climatic  conditions. 

Length  of  day  and  night. 

Appearance  of  the  sun  in  summer  and  winter. 

Effect  of  long  night. 

(3)  Vegetation. 

Plant  life  in  summer  and  winter. 

Suppose  an  Eskimo  takes  a  journey  in  summer 
and  again  in  winter,  what  would  he  see  in 
the  way  of  shrubs,  trees,  mosses,  lichens, 
berries,  flowers,  and  food  for  animals? 

(4)  Animals. 

Seasonal  effects  upon  the  habits  of  birds  and 
animals,  such  as  the  hare,  reindeer,  caribou, 
foxes,  seals,  walrus,  polar  bears,  ducks, 
gulls  and  ptarmigan. 

(5)  People. 

The  way  they  have  adapted  themselves  to  the 
perpetual  cold,  the  long  Arctic  night  and 
short  summer. 

Home,  a  snow  hut  in  winter  and  a  skin  tepee 
in  summer. 

Furniture,  beds,  and  stoveg. 

Food  and  dress  (see  ourf;line  for  Grade  2-). 

Mode  of  travel. 

Dog  sledges,  canoes  or  kyacks. 

Wagons  and  tools. 

Bows  and  arrows,  spears,  harpoons,  knives. 

Occupations. 

Seal  and^  bear  hunting. 

Duck  spearing.' 

Fishing. 

Collecting  bird’s  eggg. 

Moss  gathering. 

Life  in  the  Tropical  Regions  or  Hot  Belt. 

Southern  States,  Arabia,  Pueblos  in  New  Mexico, 
Palestine,  Egypt. 


144 


Vermont  Course  of  Study 


The  homes  of  the  Brown  Babies  in  Hawaii,  Cuba, 
Philippines. 

(An  outline  similar  to  the  one  for  the  Arctic  Regions 
may  be  used) . 

3.  Life  in  the  Temperate  Regions  or  the  Warm  Belt. 

Highlands — Tibet,  Switzerland,  Indians  of  Peru,  Vt. 

Lowlands — Russia — Holland . 

On  the  plains — California,  China,  Argentina.  Cow 
boys  on  the  great  western  plain. 

4.  Seacoast  Regions  where  fishing  is  carried  on  ex¬ 
tensively. 

Norway,  Alaska,  seal  fisheries,  Newfoundland*  whale 
fisheries  of  the  Arctic  regions. 

Pearl  fisheries  of  Lower  California  and  the  Persian 
Gulf. 

Sponge  fisheries  of  the  Mediterranean  and  Carib¬ 
bean  Seas. 

If.  Home  or  Out-of-door  Geography 
1.  Seasonal  Changes. 

Enlarge  upon  facts  gained  in  previous  grades. 

(1)  Effect  upon  animal  life. 

Direct  observation  to  discover  how  animals 
prepare  for  winter.  Thicker  fur,  storing 
food,  building  homes. 

Migration  of  birds. 

What  birds  stay  all  wdnter  ?  What  birds  migrate  ? 
Where  do  they  go  and  why? 

Metamorphosis  of  insects.  Caterpillar  changed  to 
a  butterfly,  etc. 

(2)  Effect  upon  plants  and  trees. 

Trees  that  lose  their  leaves;  those  that  do  not; 
those  that  are  first  to  turn  in  the  autumn. 

Dying  down  of  plants  and  seed  making. 

(3)  Effect  of  day  and  night. 

Record  time  of  sunrise  and  sunset. 

Where  does  the  sun  rise?  Where  does  it  set? 


Geography 


145 


Where  is  it  at  noon?  At  what  season  of 
the  year  do  the  sun’s  rays  slant  the  most? 

2.  Weather  Record. 

In  what  way  do  changes  in  the  wind  produce 
changes  in  the  weather?  What  does  the 
north  wind  bring  ?  What  wind  brings 
warm  weather?  What  wind  brings  clear¬ 
ing  weather? 

In  New  England  what  sort  of  weather  is  an  east 
wind  likely  to  bring  ? 

3.  Introduction  to  Map  Study. 

First  map,  location  well  known  to  children. 
Neighborhood  maps,  town  maps,  school 
ground  maps,  schoolroom  maps. 

Maps  should  be  placed  flat  on  the  floor  or  on 
the  table  while  children  are  being  taught 
how  to  read  them. 

It  is  easy  to  direct  the  thoughts  of  the  child  in  the  develop¬ 
ment  of  a  subject.  The  aim  is  to  give  to  the  child  some  apprecia¬ 
tion  of  the  extent  of  man’s  dependence  upon  his  environment  and 

\ 

of  his  relations  to  people  in  other  parts  of  the  world.  Through 
this  study  he  finally  comes  to  understand  something  of  the  real 
meaning  of  Geography. 

Projects. 

1.  The  sand  table  furnishes  excellent  opportunity  to  portray 

in  a  vivid  and  realistic  manner  the  life  of  other  people. 

2.  Collect  pictures  showing  different  modes  of  travel  in 

various  parts  of  the  world. 

3.  Dramatic  scenes  from  ‘  ‘Stores  in  many  Lands,  ”  or  ‘  ‘Little 

People  Everywhere,”  “Hans  and  Gretchen  in  Holland” 
and  similar  books. 

4.  Arrange  a  series  of  travel  talks  with  pictures  (using  radiop- 

ticon  if  possible) . 

5.  Show  comparison  of  country  and  city  life,  local  means  of 

travel,  direction  and  distance  to  neighboring  centers 
(such  as  the  nearest  city  of  Vermont),  vacation  trips 
of  pupils  or  friends.  All  these  lead  to  location,  direction 
and  mapping.  This  may  be  done  by  a  series  of  trave- 


146 


Vermont  Course  of  Study 


logues,  by  collections  of  pictures,  and  by  some  simple 
dramatization. 

6.  Stories  about  how  “Grandma  Lived”  (life  of  early  resi¬ 
dents  in  the  vicinity). 

Results. 

Children  in  the  Fourth  Grade  should  become 'familiar  with 
the  location  on  the  globe  of  some  distant  regions,  strikingly 
different  from  our  own. 

This  work  serves  two  purposes. 

1.  To  teach  those  features  of  which  the  home  region 

furnishes  good  examples. 

2.  To  show  the  influence  of  environment  upon  the  life 

of  a  people. 

Through  all  books  of  travel  and  adventure  available, 
through  as  extensive  reading  as  possible,  the 
child  should  grow  into  the  spirit  of  the  traveler. 
Children’s  knowledge  should  include:  Direction,  cardinal 
points  and  how  to  And  them  and  prominent  features  of  weather, 
seasons,  climate. 

Simple  facts  of  the  locality,  as  names  of  industries,  directions 
and  distances  to  neighboring  places,  places  of  interest,  such  as 
would  answer  the  natural  inquiries  of  a  stranger. 

In  general  our  sources  of  food  and  clothing. 

Simple  beginnings  of  map  making  and  reading. 

Familiarity  with  use  of  the  globe  and  world  map. 

GEOGRAPHY.  GRADE  5 

A  im. 

Through  home  and  Vermont  geography  to  gain  a  knowledge 
of  type  facts,  principles  and  geographical  symbols  needed  to 
study  world  geography.  To  gain  definite  ideas  of  the  world  as 
a  wEole. 


Sources  of  Possible  Problems  or  Experiences 


I.  Home  and  Vermont  Geography. 

How  is  the  industrial  life  of  Vermont  dependent  upon  the 
physical  features  and  climatic  conditions? 


Geography 


147 


(1)  Physical  features. 

(a)  Land  forms  and  problems  connected  with 

them — hills,  mountains,  mountain  sys¬ 
tem,  mountain  peaks,  slope,  base, 
summit,  valley,  plateau.  ' 

(b)  Watei  forms. 

Spring,  pond,  lake,  taught  as  sources  of 
streams;  river,  river  system,  parts  of  a 
river — as  source,  branches,  mouth,  banks; 
related  problems. 

(2)  Soil. 

How  is  soil  made? 

What  is  meant  by  poor  soil?  rich  soil? 

What  makes  rocks  crumble? 

(3)  Climatic  conditions. 

Which  winds  bring  our  storms? 

Why  does  it  grow  colder  after  the  sun  goes 
down? 

What  time  of  our  year  does  it  rain  the  most  ? 

What  time  of  day  does  the  wind  blow  the 

/ 

most? 

Where  does  the  more  rain  fall,  upon  moun¬ 
tains,  or  in  valleys,  and  why?  What  is 
de-w?  frost? 

(4)  Life — Plant  and  animal. 

In  what  ways  do  the  people  of  Vermont 
depend  upon  the  wild  animal  life  of  the 
state?  Where  are  the  largest  forests  in 
Vermont?  Owners  of  these  forests? 
Uses  of  forests. 

(5)  Industries. 

Farming,  dairying,  gardening,  lumbering, 
quarrying,  fishing,  hunting,  trapping, 
manuf  a  c  turing . 

11.  World  as  a  whole. 

(a)  What  do  Vermont  people  do  for  people  living 
in  other  parts  of  the  world?  What  do 


k 


\ 


148 


Vermont  Course  of  Study 


the  people  of  the  other  parts  of  the  world 
do  for  us  ? 

(1)  What  do  the  farmers  and  dairymen  do  for 

people  outside  Vermont? 

Farm  products  carefully  studied. 

(2)  What  do  the  gardeners  and  fruit  growers  con¬ 

tribute  to  people  outside  of  Vermont? 

(3)  What  do  the  lumbermen  of  Vermont  do  for  the 

people  outside  of  Vermont? 

(4)  What  do  the  quarrymen  of  Vermont  do  for  the 

rest  of  the  world? 

(5)  What  are  the  factory  workers  of  Vermont  doing 

for  people  outside  our  state? 

(b)  What  do  the  people  in  other  parts  of  the  world 
do  for  us  ? 

(1)  What  do  the  farmers  and  gardeners  of  the  world 

do  for  us  ? 

Wheat,  rice,  meat,  sugar,  wool,  etc.,  studied 
as  projects. 

Wheat  fields  of  United  States,  Canada, 
Russia,  Australia. 

Climate  and  soil  favorable  for  growth. 
Planting,  harvesting,  threshing,  sending  to 
markets. 

Grain  elevation,  whale  backs,  milling  centers. 
Distribution  of  flour. 

Where  and  how  produced,  prepared,  trans¬ 
ported.  Routes  of  travel. 

(2)  What  do  the  fishermen  of  the  world  get  for 

Vermonters. 

Cod,  salmon,  shell  fish.  Study  of  this  in¬ 
dustry  as  under  (1). 

(3)  What  do  the  factory  hands  of  the  world  send 

to  Vermont? 

Cutlery,  silk,  tools,  macaroni,  etc.,  studied 
as  under  (1). 

Many  other  manufactured  products  may  be  used  to  supple¬ 
ment  or  to  be  used  instead  of  those  listed. 


Geography 


149 


The  schoolroom  should  be  supplied  with  as  many  recent 
geographies,  Book  I,  home  geographies,  geographic  readers  and 
stories  as  can  be  had.  These  books  pupils  should  have  access 
to  for  silent  reading.  This  silent  reading  may  be  done  for  en¬ 
joyment  or  in  a  real  desire  for  information  to  use  in  helping  solve 
individual  problems  concerning  Vermont  or  the  world.  Every 
teacher  should  have  within  reach  at  least  a  small,  well  mounted 
collection  of  pictures.  These  should  not  be  displayed  as  a  whole 
the  first  of  the  school  year  and  kept  continually  in  sight  there¬ 
after.  Rather  display  a  few  appropriate  pictures  at  the  right 
time  and  study  these  few  carefully.  If  the  pictures  desired 
*  are  not  easily  obtained  from  a  teacher’s  own  collection  send  a  list 
of  them  to  The  Free  Public  Library  Commission,  Montpelier, 
Vermont,  which  can  usually  supply  a  loan  collection. 

Exhibits  of  various  kinds  may  be  obtained  free  or  at  very 
slight  cost  from  various  factories  and  firms.  These  exhibits 
should  be  used  in  much  the  same  way  as  the  pictures. 

A  small  six 'or  eight  inch  globe  should  be  supplied  for  each 
child.  If  this  cannot  be  done  supply  one  globe  for  every  two 
children.  A  large  slated  globe  is  very  desirable  for  the  teacher’s 
use.  A  world  map  and  a.  Vermont  map  are  needed.  A  world 
map  of  the  hemisphere  is  much  better  than  a  Mercator  map 
because  it  gives  truer  ideas  of  direction.  A  map  of  Vermont 
may  be  obtained  free  of  charge  or  for  slight  cost  from  the  Publicity 
Department,  Montpelier,  Vt.  The  road  map  of  Vermont  is  the 
very  best  map  for  use  in  the  fifth  grade. 

The  fifth  grade  teacher  must  have  constantly  in  mind  these 
aims: 

1.  To  have  the  child  see  and  feel  through  the  problem  he 
solves  that  the  life  and  industries  of  Vermont  are  greatly  de¬ 
pendent  upon  the  physical  features  and  climatic  conditions. 

2.  To  give  the  child  a  definite  idea  of  Vermont  in  relation 
to  the  world. 

3.  To  seek  to  have  the  child  use  his  geographic  tools  (books, 
maps,  globes,  etc.),  accurately,  often,  and  with  real  pleasure. 

4.  To  have  the  child  always  get  a  correct  idea  of  the  rela¬ 
tion  of  the  place  under  discussion  to  th^  rest  of  the  world. 

Problems  to  be  worth  while  should  as  often  as  possible  grow 


150 


Vermont  Course  of  Study 


from  the  questions  of  the  child.  The  problem  will  then  be  his 
problem,  stated  in  his  language,  and  will  be  solved  with  real 
pleasure  and  satisfaction  by  him.  The  approach  to  these  pro¬ 
blems  may  be  made  through  the  history  work,  civics,  or  any  in¬ 
terest  the  child  has  which  seems  at  the  time  to  be  especially 
prominent.  The  teacher  may  help  to  develop  a  latent  interest 
by  stories  read  or  told,  conversation  before,  upon  and  after  a 
field  trip,  or  by  travelling  the  routes  by  w^hich  certain  products 
enter  or  leave  town.  Examination  of  and  conversation  con¬ 
cerning  exhibits  or  pictures  may  bring  the  same  result. 

Develop  an  ability  to  use  maps  correctly.  The  earlier  in 
the  year  a  pupil  develops  an  ability  to  use  maps  intelligently  the 
more  help  maps  will  be  to  him  in  solving  his  problems.  The 
teacher  therefore  should  seek  every  opportunity  to  have  the 
right  use  of  maps  become  a  regular  and  fixed  habit. 

Pupils  should  have  the  main  big  features  (continents,  oceans, 
etc.)  and  their  relationship  on  the  globe  firmly  in  mind.  Have 
them  take  a  physical  map  of  North  America  in  books  used  or  a 
large  wall  map  of  North  America  (physical)  for  study.  If  the 
latter  it  should  be  placed  flat  on  a  table  or  desk  and  children 
stand  around  it  and  work.  This  gives  the  child  a  correct  idea 
of  up  and  down.  Always  teach  physical  maps  first.  They  have 
already  learned  many  geographical  s5mibols,  as  the  symbols  for 
mountains,  rivers,  railroad  routes,  etc.  Review  these.  After 
the  physical  map  has  become  very  familiar  teach  the  political. 
They  know  the  word  politics.  Let  them  see  that  politics  made 
political  maps  necessar}\  If  you  have  a  very  recent  geography 
you  have  the  political  features  placed  upon  a  physical  map.  If 
so  the  children  can  see  the  reasons  for  many  things.  For  ex¬ 
ample,  why  there  are  so  few  cities  in  the  Rocky  Mountain  region 
aud  so  many  on  the  Atlantic  coast.  If  this  map  work  is  done 

thoroughly  a  pupil  will  know  much  of  North  America,  where 
people  live,  what  crops  and  industries  are  possible.  Many 
problems  will  have  arisen  which  can  now  be  solved  with  an  in¬ 
telligent  use  of  all  the  maps  of  that  region.  Each  book  prints 
many  small  maps  of  every  continent.  Help  the  pupils  to  under¬ 
stand  these  and  to  use  them  when  needed.  The  small  maps  on 


Geography 


151 


rain  fall  are  nearly  if  not  quite  as  important  as  the  physical  map. 
These  should  be  well  taught. 

Results. 

At  the  end  of  the  fifth  year  the  pupils  should  have  an  ability 
to  use  globes  and  maps  intelligently.  They  should  be  able  to 
read  for  information  and  enjoyment  from  any  Book  I  Geography, 
any  Home  Geography,  or  simply  written  geographical  reader. 
The  end  of  the  year  should  find  each  child  eager  to  know  more  of 
the  world  beyond  Vermont. and  have  developed  in  him  to  some 
extent  the  ability  to  find  out.  This  desire  to  know  and  ability 
to  find  out  are  the  big  results  of  the  year’s  work.  It  is  very 
important  that  all  fifth  grades  should  accomplish  the  results  in 
Groups  I  and  II.  The  results  of  the  year  may  be  tabulated  as 
follows : 

Group  I. 

(a)  Ability  to  use  globes  and  maps  intelligently. 

(b)  Ability  to  use  geography  texts  to  give  information  and 

enjoyment. 

(c)  Ability  to  solve  some  geography  problems  in¬ 

dependently 

(d)  Desire  to  know  more  of  world  beyond  Vermont. 

Group  II. 

Geographical  information. 

(a)  Home  and  Vermont  geography. 

Physical  features. 

Land  and  water  forms. 

Soil. 

Climatic  conditions. 

Life. 

Industries. 

Xb)  World  as  a  whole — A  good  and  accurate  general 
knowledge. 

Continents — oceans. 

Other  land  and  water  forms. 

Climatic  conditions,  people  and  industries  of  regions 
that  contribute  to  the  lives  of  Vermonters. 


I 


152 


Vermont  Course  of  Study 


GEOGRAPHY.  GRADE  6 

Aim. 

To  understand  how  the  life  of  the  community  is  related  to 
the  larger  life  of  the  state,  nation  and  world  as  illustrated  in  the 
western  hemisphere. 

Sources  of  Possible  Problems 

1.  N orth  America. 

North  America  carries  on  more  commerce  than  any 
continent  except  Europe. 

What  natural  advantages  for  commerce  has  North 
America  ? 

1.  Location — ^as  to  zones,  oceans,  other  countries. 

2.  Climate — in  different  parts ;  effects  upon  production 

and  commerce. 

3.  Coast — harbors,  bays,  peninsulas,  etc.;  effects 

upon  commerce. 

4.  Drainage — three  great  systems;  other  waterways; 

interior  shipping. 

5.  Seaports — location,  importance,  staple  goods 

handled  at  each,  lines  of  trade. 

6.  Vegetative,  fishing,  mining,  tourist,  manufacturing 

areas  and  their  occupations  and  trade. 

7.  Animal  life  in  different  zones  and  regions — Arctic, 

forest,  plains,  tropical. 

8.  Peoples — in  Arctic,  tropical  and  (particularly) 

temperate  regions — their  nationalities,  occupa¬ 
tions,  characteristics,  trade,  government., 

9.  Political  divisions — United  States  (Alaska  and 

Panama  Canal  Zone)  Canada,  Mexico,  Central 
America,  West  Indies — location,  climate,  pro¬ 
ductions,  occupations,  peoples. 

Sum  up  this  part  of  the  work  by  having  pupils  enumerate 
all  the  natural  advantages  North  America  offers  for  commercial 
relations  between  the  various  parts  of  the  continent  and  wdth 
other  nations. 

1.  United  States.  Special  subject  for  this  year. 


Geography 


153 


The  United  States  because  of  its  location,  climate,  physical 
features  and  race  (Anglo  Saxon)  in  control  of  leading  industries 
has  become  the  greatest  commercial  country  on  the  continent 
of.  North  America.  How  has  each  of  these  factors  helped  to 
make  the  United  States  the  greatest  commercial  country  in 
North  America  and  one  of  the  greatest  in  the  world? 

This  will  give  a  general  idea  of  the  natural  advantages  of  the 
United  States.  This  should  be  followed  by  a  study  of  the  political 
divisions  or  sections. 

Sections  (This  follows  the  divisions  made  in  most  geographies) : 
Manufacturing  or  New  England  States. 

Coal  and  iron  producing  or  Middle  Atlantic  States. 

[  South  Atlantic, 

Cotton  producing  j  South  Central  States,  or 

^  Southern  States. 

Grain  and  meat  producing  or  North  Central  States. 

Mining  and  Grazing — Plateau  States. 

Fruit  raising  section — Western  States. 

Why  is  each  section  justly  entitled  to  terms  applied? 
(1)  New  England  (Manufacturing  section). 

Study  this  section  more  carefully  than  any  other  as 
Vermont  is  situated  in  this  group  of  states. 

(a)  Glaciation — Results  of,  as  rocky  farmlands  in 

northern  New  England,  many  waterfalls,  etc. 

(b)  Typical  industries  of  each  state,  especially 

manufacturing. 

(c)  Scenery — summer  resorts. 

(d)  Cities. 

Problems. 

Why  are  there  so  many  waterfalls  in  New 
England  ? 

How  have  the  waterfalls  of  New  England 
affected  the  life  of  the  people  of  this  section? 
Why  do  the  people  in  this  section  do  less  and  less 
in  the  way  of  agriculture  and  more  and  more 
manufacturing  ? 


154 


Vermont  Course  or  Study 


Why  are  there  so  few  large  cities  in  New 
England  ? 

What  are  the  staple  commodities  furnished  for 
commerce  ? 

(2)  Middle  Atlantic  (coal  and  iron  producing). 

(a)  Location  favorable  for  commerce  (between 

Great  Lakes  and  Atlantic). 

(b)  Excellent  natural  harbors  and  many  navigable 

rivers,  therefore  enormous  commerce.  Erie 
Canal. 

(c)  Coal  and  iron  in  abundance. 

(d)  Complex  manufacturing  in  most  of  states, 

especially  of  steel  and  iron  products. 

(e)  Cities. 

Problems. 

Why  are  there  so  many  excellent  harbors  in  this  group? 
How  have  these  natural  harbors  helped  the  states  to  grow? 
Why  do  you  find  so  many  people  from  foreign  countries 
coming  to  this  group  of  states? 

Why  so  many  large  cities  here?  What  caused  grov1:h  of 
each  ?  of  the  largest  ?  What  goods  are  here  furnished 
for  the  markets  of  other  regions  ? 

(3)  Southern  States  (cotton  growing  section). 

(a)  Mild  climate. 

(b)  Few  factories  at  “fall  line.” 

(c)  Negro  population. 

(d)  Oysters,  rice,  citrus  fruits,  cotton,  sugar. 

(e)  Cities. 


Problems. 

Why  do  these  states  have  a  mild  climate? 

What  is  the  “fall  line?”  Why  few  factories  here? 

How  does  the  south  happen  to  have  such  a  large  negro 
population  ? 

■  Why  does  the  Chesapeake  furnish  the  bulk  of  the  oysters 
used  in  United  States? 

What  conditions  are  necessary  for  rice  culture? 


I 


Geography  155 

(4)  North  Central  States  (grain  and  meat  producing  sections). 

(a)  Great  Lakes — lake  plains. 

(b)  Navigable  rivers,  river  traffic,  canals. 

(c)  Wheat — flour  milling. 

(d)  Com,  hogs. 

(e)  Cities. 

Problems. 

Why  is  this  section  particularly  adapted  to  grain  growing? 
What  is  a  lake  plain  ? 

How  many  and  what  excellent  water  routes  has  this  group 
fof  disposing  of  their  products? 

Which  cities  in  this  group  have  become  great  meat  packing 
centers  ? 

Explain  why. 

Why  have  more  imports  of  Northern  Europe  come  to  this 
group  of  states  than  to  any  other? 

(5)  Plateau  Section  (Mining,  grazing). 

(a)  High  mountains,  dry  plateaus. 

(b)  Irrigation. 

Areas  receiving  less  than  20  inches  of  rainfall 
annually  use  irrigation.  Surface  water 
saved  for  90%  of  supply. 

10%  of  supply  underground  water. 

15  million  acres  now  under  irrigation. 

Method  of  irrigation. 

Ditches,  canals,  flumes,  pipes,  etc. 

Springs,  artesian  wells,  deep  wells,  forced  by 
pumps  and  engines. 

Dipping  k-oughs  and  water  wheels. 

(c)  Few  people  in  this  region. 

(d)  Mining  regions. 

(e)  Grazing  regions. 

(f)  Cities. 

Problems. 

How  have  irrigation  projects  costing  Uncle  Sam  millions  of 
dollars  proved  worth  while? 


j 


156 


Vermont  Course  of  Study 


What  products  raised  on  irrigated  lands  ? 

(6)  Pacific  Section  (Fruit  Section). 

(a)  Mild  climate. 

(b)  Rough  and  rugged  surface. 

Region  of  earthquakes. 

(c)  Natural  wealth  only  partially  discovered  and  used. 

(d)  Cities. 


Problems. 

Do  the  reasons  why  the  southern  states  have  a  mild  c^mate 
apply  here?  Explain. 

This  group  of  states  was  once  considered  valuable  on  ac¬ 
count  of  the  gold. 

How  does  it  happen  that  fruit  section  instead  of  gold  section 
is  now  used  to  describe  them  ? 

What  are  some  of  the  sources  of  natural  wealth  in  this 
group? 

Why  are  there  so  few  very  large  cities  ? 

Teach  Alaska,  Canal  Zone,  Porto  Rico,  Virgin  Island  as 
sections. 

After  the  whole  United  States  has  been  covered,  find  just 
what  each  section  does  for  United  States  and  for  world  in  a  com¬ 
mercial  way ;  what  products  are  released  and  by  what  routes  they 
travel  to  their  destination. 

2.  Canada. 

(a)  Compare  the  Southern  pkrt  of  Canada  with  North¬ 

ern  United  States  in  physical  features,  climatic 
conditions,  natural  resources,  industries  and 
exports. 

(b)  Review  life  in  northern  two  thirds  of  Canada. 

Study  Hudson  Bay  traders. 

(c)  Cities. 

Problems  upon  Canada. 

Why  is  such  a  large  country  as  Canada  so  sparsely  settled? 

What  productions  can  Canada  send  the  United  States? 

What  does  she  need  in  return  that  the  United  States  can 
furnish  ? 


/ 


Geography 


157 


What  are  the  chief  roadways  by  which  this  exchange  of 
commodities  is  made  ? 

Compare  the  cod  fishing  on  the  Grand  Banks  with  salmon 
fishing  of  the  lakes  and  streams  of  western  Canada' 

What  is  the  Klondike  region?  Tell  of  life  there? 

3.  Mexico. 

(a)  Wealth  of  natural  resources. 

(b)  Poverty  of  people. 

(c)  Weak  government  and  continual  strife. 

(d)  Commodities  for  exchange. 

(e)  Routes  and  methods  of  transportation  and  ex¬ 

change. 

(f)  Cities. 

Problems  upon  Mexico. 

Name  some  of  Mexico’s  sources  of  natural  wealth? 

Why  are  people  poor  there? 

What  does  the  Mexican  have  for  exchange? 

Why  do  Mexicans  say  the  agave  gives  a  poor  man  food  and 
drink?  Is  it  true? 

How  is  adobe  made? 

Fibers  are  exported  from  Mexico.  What  kind  of  fibers? 
F or  what  used  ?  What  is  a  peon  ? 

4.  Central  America. 

(a)  Source  of  some  of  our  fruit,  rubber  and  mahogany. 

(b)  Climatic  conditions. 

(c)  People  very  backward. 

(d)  Not  one  country  but  several. 

(e)  Cities. 


Problems  on  region. 

Why  are  the  people  so  backward? 

How  does  mahogany  grow  and  for  what  do  we  use  it  ? 

Name  other  valuable  woods  that  grow  here.  Before  the 
Panama  Canal  was  completed  a  canal  was  started  to  cross  by 
Lake  Nicaragua.  This  was  finally  abandoned.  Why? 


I 


158  Vermont  Course  or  Study 

5.  West  Indies. 

(a)  -To  whom  islands  belong? 

(b)  Sources  of  their  wealth  ? 

(c)  Cities. 


Problems  upon  islands. 

What  are  the  climatic  conditions  of  these  islands?  In  the 
past  pirates  had  strongholds  among  these  islands.  Can  you 
explain  why  ? 

Review  work  of  North  America  by  finding  what  pro¬ 
ducts  of  North  America  come  into  Vermont.  How?  Time 

consumed  in  journey? 

11.  South  America. 

Compare  with  North  America  step  by  step  as  to  location 
surface,  climate,  etc. 

Why  did  South  America  although  discovered  first  grow  so 
much  more  slowly  than  North  America?  What  does  South 
America  send  to  North  America?  to  United  States?  to  Vermont? 

Are  South  America’s  natural  advantages  for  commerce  less 
than  North  America’s? 

1 .  Argentina. 

(a)  Physical  features. 

(b)  Climate. 

(c)  People — ^race,  language. 

(d)  Industries,  sheep,  wheat,  cattle. 

(e)  Cities.  i 

Problems  upon  Argentina. 

What  factors  have  helped  make  Argentina  the  leading  coun¬ 
try  in  South  America? 

Compare  the  life  of  an  Argentina  cowboy  with  that  of  a 
^  United  States  cowboy. 

The  shoes  on  your  feet  may  have  been  made  from  Argentina 
leather. 

Trace  its  journey  to  factory  and  to  Vermont. 

2.  Brazil. 

(a)  Physical  features. 

(b)  Climate. 


Geography 


159 


(c)  People — savages,  Portugese,  Spaniards. 

(d)  Industries — coffee,  rubber. 

(e)  Cities. 

Problems  in  Brazil. 

Why  do  most  of  the  people  in  Brazil  live  in  the  Southern  • 
part? 

Account  for  the  fact  that  Brazil  has  so  many  wild  savages? 
Why  is  so  much  of  the  rubber  gathered  by  natives  rather 
than  by  white  men  ? 

Why  is  Brazil  able  to  raise  most  of  the  world’s  coffee  crop? 

T ell  of  the  industry. 

3.  Chile. 

(a)  Physical  features — peculiar  shape  of  country. 

(b)  Climate. 

(c)  People,  races,  occupations. 

^  (d)  Industries,  nitrate  industry. 

(e)  Cities. 

A  few  problems  on  Chile. 

Why  are  the  people  of  Chile  called  the  Yankees  of  South 
America  ? 

Why  is  it  worth  while  for  so  many  people  to  live  in  a  desert 
region  ? 

For  what  is  Chilian  nitrate  used? 

4.  Colombia — Ecuador,  Peru,  Bolivia. 

(a)  Rugged  countries. 

(b)  Sparsely  settled,  people  backward. 

(c)  Industries — gold,  silver,  tin,  cocoa. 

(d)  Cities. 

Problems. 

Why  are  countries  so  rich  in  natural  resources  inhabited  by 
backward  people  ? 

5.  Venezuela — Guianas. 

■  (a)  Hot  climate,  lazy  people. 

(b)  Industries,  sugar,  coffee. 

(c)  Cities. 


160 


Vermont  Course  of  Study 


Problems. 

What  advantage  of  position  has  Venezuela  over  the  other 
countries  of  South  America? 

Of  what  use  are  the  Guianas  to  their 'mother  countries? 

6.  Uruguay  and  Paraguay. 

(a)  Small  size — mild  climate,  few  people. 

(b)  Industries  and  cattle,  Paraguay  tea. 

(c)  Cities. 

Problem. 

Why  has  Uurguay  progressed  more  rapidly  than  Paraguay? 
Method. 

In  all  the  work  of  the  year  try  to  make  the  regions  studied 
seem  vivid  to  the  child.  The  reality  of  the  typical  regions  can  be 
emphasized  by  the  trip  method.  Be  on  the  alert  for  people  who 
have  actually  visited  far  away  places.  Many  times  these  people 
may  be  asked  to  visit  school  to  talk  directly  to  the  pupils  and  an¬ 
swer  their  questions. 

Pictures  and  stories  of  life  in  the  various  regions  will  interest 
the  pupils  to  further  investigation.  Always  link  each  new  region 
with  the  home  region  by  such  questions  as — What  direction 
from  our  home  town  are  the  coffee  plantations  of  Brazil?  How 
would  one  go  to  get  there?  How  long  a  time  would  be  required 
to  reach  the  plantation,  stay  two  weeks,  and  return  home ?  What 
tim.e  of  the  year  would  be  best  for  seeing  the  coffee  berries  being 
bagged  and  shipped?  These  are  only  a  few  of  dozens  of  live 
questions  that  will  come  to  mind.  Each  teacher  should  always 
keep  in  mind  that  pupils  are  more  interested  in  the  people  than 
in  physical  features  or  climatic  conditions.  Therefore  the  wise 
teacher  will  teach  physical  features  as  affecting  the  lives  and  in¬ 
dustries  of  the  people  and  not  as  isolated  facts.  Use  of  maps 
should  have  become  a  fixed  habit  now  and  all  pupils  should  be 
able  to  interpret  maps  without  the  aid  of  books  or  teacher.  Map 
sketching  can  be  done  with  much  profit  in  this  grade.  A  quick 
sketch  to  see  how  much  the  pupil  has  memorized  as  a  test  lesson, 
or  a  sketch  made  on  blackboard  while  the  pupil  talks  are  valuable 
exercises. 


Geography 


161 


Results. 

Children  should  now  be  thoroughly  familiar  with  geo¬ 
graphical  symbols,  language  and  use  of  maps.  They  should  be 
able  to  work  out  problems  and  think  out  many  results  for  them¬ 
selves.  They  should  know  the  western  hemisphere  weU,  es¬ 
pecially  the  United  States,  location  of  important  land  and  water 
forms,  countries,  cities,  agricultural,  mining  and  manufacturing- 
regions,  and  they  should  have  intelligent  comprehension  ol 
salient  facts,  character  and  occupations  of  the  peoples  of  various 
regions.  ^ 

The  place  and  relations  of  Vermont  must  be  clearly  under¬ 
stood,  especially  its  commercial  position  in  the  world’s  markets. 

The  interest  and  desire  of  pupils  to  read  and  know  more  of 
the  world  should  constantly  increase. 


GEOGRAPHY.  GRADE  7 

Aim. 

To  study  the  continents  of  the  eastern  hemisphere  with  a 
desire  to  gain  as  complete  a  knowledge  of  them  as  may  be  feasible 
and  to  find  out  how  those  continents  are  related  to  our  country 
and  ourselves. 

Sources  of  problems. 

I.  Europe. 

Europe  ranks  fifth  in  size  but  first  in  importance  among  the 
continents.  Why? 

1.  Location. 

(a)  As  to  continents. 

(b)  As  to  oceans. 

(c)  As'to  climatic  belts. 

(d)  As  to  United  States. 

Why  is  the  location  of  Europe  an  advantage  to  it  ? 

2.  Size. 

(a)  Compare  with  other  continents  and  with 
U.  S. 

Why  is  the  size  of  Europe  an  advantage  to  countries  ? 


162 


Vermont  Course  of  Study 


3.  Coast  line  and  bordering  waters. 

(a)  Irregular  coast. 

(b)  Seas,  gulfs,  bays,  etc. 

(c)  Islands. 

(d)  Peninsulas. 

How  has  the  coastline  of  Europe  helped  the  people  to  get 
acquainted  ? 

4.  Surface  and  drainage. 

(a)  Mountains — Alps,  Ural,  Caucasus,  Py¬ 

renees — noted  mountain  peaks. 

(b)  Lowlands — Eastern  and  Western  Plains. 

(c)  Rivers. 

How  have  the  mountains  and  rivers  of  Europe  helped  or 
hindered  the  people  getting  together? 

5.  Climate. 

(a)  Position — latitude. 

(b)  Trend  of  mountain  ranges. 

(c)  Ocean  currents. 

(d)  Winds — rainfall. 

Pupils  ought  to  be  able  to  study  maps  and  draw  fairly  ac¬ 
curate  conclusions  on  the  climate,  afterwards  verifying  their 
conclusions  by  the  text.  ^ 

6.  Plant  and  animal  life. 

(a)  Little  wild  life. 

(b)  Animals  of  far  north. 

Why  so  little  wild  life  in  Europe  ? 

7.  People. 

(a)  Races — three  great  races. 

(b)  Dense  population — areas  of. 

(c)  Advanced  civilization. 

(d)  Immigration. 

How  has  each  race  aided  in  Europe’s  rank  among  the  nations. 

8.  Political  divisions. 

(a)  Many  countries — other  political  divisions. 

(b)  Boundary  line  of  nearly  every  continental 

country  changed  frequently. 

Why  is  Europe  divided  into  so  many  small  countries,  the  in- 


Geography 


163 


habitants  differing  greatly  in  appearance,  language,  religion, 
customs,  dress,  etc. 

9.  Points  of  historical  scenic  interest. 

Why  do  people  from  all  over  the  world  visit  Europe? 

10.  Productions  and  industries. 

(a)  Natural  wealth. 

(b)  Leading  industries. 

Name  articles  in  your  home  which  were  made  in  Europe. 

Pupils  should  now  be  ready  to  explain  why  Europe,  though 
•  small,  ranks  first  in  importance  among  the  continents.  Write 
the  publishers  of  your  school  text  for  a  supplement  containing 
maps  and  descriptions  of  the  New  Europe.  Your  superintendent, 
also  the  Free  Public  Library  Commission,  Montpelier,  should 
be  able  to  furnish  you  with  some  material.  Use  freely 
current  newspapers  and  magazines. 

Study  the  more  important  countries  with  care  and  detail, 
using  travel,  problem,  project  and  socialized  methods,  to  create 
vivid  impressions  and  to.  arouse  thought  and  interest. 

The  study  of  these  countries  should  include  consideration  of 
following  topics.  Study  causes  and  effects.  i 


1. 

Location 

5. 

People 

2. 

Size 

6. 

Special  industries 

3. 

Climate 

7. 

Commerce 

4. 

Surface 

8. 

Seaports 

9.  Colonies,  with  brief  study  as  to  location,  products, 
peoples,  general  characteristics  and  value. 

10.  Historical  and  political  matters  of  interest,  as  time 
permits. 

Review  work  on  Europe  and  link  study  with  our  own 
country  by  finding  out  what  we  get  from  each  land  and  what  we 
send  them. 

11.  Asia. 

The  pupils  will  know  something  of  many  parts  of  Asia 
through  their  study  of  Europe.  They  should,  however,  have 
certain  definite  ideas  of  the  country  as  a  whole.  It  is  therefore 
best  to  get  a  general  survey  of  the  whole,  then  to  work  out  some 
problem  or  problems. 


164 


Vermont  Course  of  Study 


Asia  has  one  half  of  the  population  of  the  world  and  yet 
there  is  little  known  -about  the  continent.  Explain. 

1.  Location. 

(a)  Relation  to  other  continents. 

(b)  As  to  oceans. 

(c)  As  to  climatic  belts. 

(d)  As  to  United  States. 

How  has  the  location  of  Asia  helped  to  keep  the  continent 
from  being  more  thoroughly  explored? 

2.  Size.  ^ 

(a)  Compare  with  other  continents  and  United 
States. 

How  has  the  size  of  Asia  hindered  obtaining  more  definite 
knowledge  of  the  country  ? 

3.  Coastline  and  bordering  waters. 

(a)  Character  of  coastline. 

(b)  Seas,  gulfs,  bays. 

(c)  -Islands. 

(d)  Peninsulas. 

Why  do  most  people  of  Asia  live  near  the  coast  ? 

4.  Surface. 

9 

The  surface  of  Asia  is  too  complex  to  study  very  thoroughly 
in  this  grade. 

Points  to  emphasize. 

(a)  Highlands. 

(b)  Lowlands. 

(c)  Deserts. 

(d)  Plateaus. 

How  has  the  surface  of  Asia  tended  to  keep  the  people  near 
the  coast  ? 

5.  Drainage. 

(a)  The  three  great  slopes,  Arctic,  southern, 
eastern. 

Have  the  waterways  led  easily  to  the  interior  of  continent? 
Explain. 

6  Climate. 

(a)  Latitude. 

(b)  Altitude. 


Geography 


165 


(c)  Winds — ^monsoons. 

How  has  the  climate  kept  large  tracts  of  the  continent  un¬ 
occupied  ? 

7.  Plant  and  animal  life.  Expand  as  time  permits. 
What  jungle  animals  have  you  seen?  How  were  they  cap¬ 
tured  ? 

8.  People. 

(a)  Three  great  races. 

(b)  Characteristics  of  each  race. 

Which  race  predominates  in  Asia? 

9.  Political  divisions. 

(a)  Study  China,  Japan,  India. 

(b)  Others  located,  products  noted. 

Why  are  China,  Japan  and  India  studied  at  more  length 
than  the  other  divisions  of  Asia? 

10.  Places  of  natural  or  historical  interest. 

(a)  Mt.  Everest,  Lasca,  Great  Wall,  Taj- 
Mahal,  etc. 

What  interesting  place  in  Asia  would  you  like  to  visit  and 
why? 

11.  Productive  areas  and  industries. 

(a)  Products  of  highlands  and  industries. 

(b)  Products  of  lowlands  and  industries. 

(c)  Products  of  the  deserts  and  industries. 

(d)  Product  of  the  plateaus  and  industries. 
What  products  does  the  United  States  get  from  Asia? 

From  what  region  in  Asia  do  they  come?- 

Review  what  you  have  learned  of  Asia  by  taking  imaginary 
trips  and  telling  what  you  see  en  route,  your  food,  cargo,  etc. 

(a)  Trip  across  Siberia  on  Trans-Siberian 
^  railroad. 

(b)  Trip  to  the  Yangste  from  Shanghai. 

(c)  Trip  up  the  Ganges  from  Calcutta. 

(d)  Trip  across  Arabia  from  Persian  Gulf  to 

Red  Sea. 

Summarize  what  you  have  learned  about  Asia  and  explain 
why  Asia  has  such  a  large  population  and  why  the  rest  of  the 
world  knows  so  little  comparatively  of  the  continent. 

/ 


166 


Vermont  Course  of  Study 


After  the  pupils  have  studied  Asia  as  a  whole  they  can 
profitably  spend  some  time  studying  China  and  Japan. 

China — ‘  ^Flowery  Kingdom.  ” 

How  can  China,  using  primitive  methods  in  industries, 
support  such  a  dense  population? 

Location  and  size. 

Compare  with  United  States. 

Surface,  coast,  climate. 

Contrast  with  United  States. 

Desert  areas. 

Arid  and  semi-arid  plains. 

Fertility  of  soil,  rivers,  canals. 

Value  of  great  wall. 

De-forestation  of  the  hills. 

People. 

Race — description. 

Habits  of  living. 

Dress — homes — streets — food. 

School — games — customs. 

Characteristics  of  people — religion. 
Industries. 

Farming — terraces,  houseboats. 

Silk  worm  industry. 

Manufacturing — paper — gunpowder — ivory 
carving,  etc. 

Fishing — Chinese  fish  culture  best  in 

world. 

Mining — rich  in  minerals — little  mined — 
scarcity  of  salt. 

Products. 

Tea,  bamboo,  silk,  rice,  fireworks,  gunpowder,  china- 
ware,  fancy  hand  made  articles  as  fans,  dolls,  trays, 
etc. 

Cities. 

For  what  are  principal  ones  noted? 

Commerce. 

Means  and  methods  of  transportation. 

Caravan  trade. 


Geography 


167 


Grand  Canal. 

Cart  and  wheelbarrow  transportation. 

Places  of  natural  and  historical  interest. 

Government. 

China  under  various  dynasties. 

Change  to  Republic — significance. 

Enumerate  all  the  factors  that  tend  to  aid  China  in  caring 
for  her  dense  population. 

Problems  and  questions  on  China. 

Why  are  the  great  powers  struggling  for  possession  or  con¬ 
trol  of  affairs  in  China? 

Why  are  the  Chinese  the  best  of  laborers? 

Describe  an  irrigated  paddy  field.  Contrast  with  methods 
used  elsewhere  in  the  world. 

What  conditions  have  made  Shanghai  the  greatest  silk 
market  of  the  world  ? 

What  have  western  nations  learned  from  China  ? 

Japan. 

The  Japanese  have  been  called  the  Englishmen  of  the 
Pacific.  In  what  ways  is  the  title  justly  theirs? 

Location  and  size. 

In  path  of  trade  between  two  continents. 

Number  of  islands.  Compare  with  U.  S.  in  area. 
Surface  and  coast. 

Character  of  surface. 

Harbors. 

Climate. 

Great  extremes. 

Effects  of  heavy  midsummer  rains. 

Industries.  \ 

Commerce. 

Oriental  means  of  transportation.  ' 

People  and  government. 

Race-^characteristics — education — ^religion — govern¬ 
ment,  etc. 

Cities. 

Chief  ones  and  for  what  noted. 


168 


Vermont  Course  or  Study 


Colonies. 

Korea,  How  obtained?  Value? 

Manchuria,  How  obtained?  Value? 

Places  of  natural  and  historical  interest. 

Summarize  the  points  of  similarity  between  British  and 
Japanese  Empire. 

Problems  arf,d  questions  in  Japan. 

Why  so  few  animals  raised  in  Japan? 

What  has  the  policy  of  the  open  door  meant  to  Japan? 
What  is  the  geographic  explanation  of  Japan’s  ability  to 
become  a  modem  nation  in 'half  a  century? 

III.  Africa. 

Have  there  ever  been  any  real  returns  for  the  hardships 
endured  by  Henry  Stanley?  Do  you  believe  Africa  will  ever 
become  the  home  of  one  race  that  will  hold  as  important  a 
position  among  the  nations  of  the  world  as  France  holds  today  ? 
Explain. 

1.  Location. 

(a)  In  reference  to  United  States  and  other  con¬ 
tinents. 

Has  the  location  of  Africa  helped  or  hindered 
explorers  ? 

2 .  Size. 

(a)  Compare  with  United  States  and  other  con¬ 
tinents.  What  nation  or  nations  hold  terri¬ 
tory  nearly  equivalent  to  Africa  in  size? 

3.  Coastline  and  bordering  waters. 

(a)  Regular  coast — compare  to  South  America. 

(b)  Few  harbors. 

Has  the  coastline  invited  or  repelled  explorers  ? 

4.  Surface. 

(a)  Africa  is  a  plateau  with  a  mduntain  rim. 

How  was  the  surface  a  real  handicap  to  the  early  develop¬ 
ment  of  continent? 

5.  Drainage. 

(a)  Four  big  river  systems. 

,  Nile,  Niger,  Congo,  Zambezi. 


/ 


Geography 


169 


Why  have  you  heard  more  often  of  the  Nile  than  the  other 
rirers  ? 

6.  Climate. 

(a)  Latitude. 

(b)  Altitude. 

(c)  Winds — simoons  and  sand  storms. 

(d)  Rainfall. 

Has  the  climate  been  a  deciding  factor  in  the  development 
of  the  continent?  Explain. 

7.  Plant  and  animal  life. 

(a)  Distribution. 

How  does  the  plant  and  animal  life  compare  with  other 
continents  ? 

8.  People. 

(a)  Original  home  of  the  negro. 

(b)  Source  of  slave  supply. 

,  (c)  Savage  tribes. 

How  has  the  negro  race  helped  or  hindered  continental  de¬ 
velopment  ? 

9.  Political  divisions. 

(a)  Early  method  of  exploration  and  “grab.” 

(b)  Peace  treaty  partition  of  territor^n 

Why  did  early  explorers  not  take  more  of  Africa  for  their 
mother  countries? 

10.  Places  of  natural  and  historical  interest. 

(a)  Nile — pyramids,  diamond  fields,  etc. 

Summarize  by  tracing  Stanley’s  journey  through  Africa 
and  enumerating  the  commercial  products  obtained  from  those 
regions.  Trace  the  route  of  the  proposed  Cape  to  Cairo  Rail¬ 
road.  Think  of  scenery  on  route,  difficulties  in  building,  probable 
freight  cargoes,  etc. 

IV.  Australia. 

The  idea  of  the  continent  as  a  whole  may  be  gained  by  work¬ 
ing  through  some  problem  and  outlining  steps  as  has  been  done 
for  other  continents. 


170 


Vermont  Course  of  Study 


Possible  problems. 

1 .  Why  does  England  care  to  possess  a  colony  so  remote  and 
difficult  of  defense  as  Australia? 

2.  Over  ninety  percent  of  the  people  of  Australia  live  on  or 
very  near  the  coast.  Why? 

3.  Reason  why  the  most  of  the  population  of  Australia 
seems  to  be  on  the  eastern  and  southeastern  coasts. 

4.  Why  is  Australia  often  referred  to  as  “Great  Britain’s 
workshop?” 

5.  Why  did  the  invention  of  refrigerator  ships  disturb  the 
wool  growers  of  Australia? 

Before  the  end  of  the  year  try  to  get  the  knowledge  gained 
from  the  study  of  the  eastern  hemisphere  linked  up  with  the 
information  concerning  the  western  hemisphere.  This  can  be 
done  by  having  the  pupils  list  the  staple  products  that  enter  the 
United  States  from  each  continent.  Many  other  ways  of  ac¬ 
complishing  the  same  results  will  present  themselves. 

I 

Methods. 

In  doing  any  of  this  work  be  sure  to  observe  one  very  great 
essential  in  all  project-problem  teaching.  The  pupils  must  have 
themselves  planned  carefully  the  problem  they  wish  to  solve. 
If  the  pupils  are  not  only  allowed  but  encouraged  to  do  this  they 
will  enter  whole-heartedly  into  the  solving  of  the  problem.  It 
is  true  that  the  pupils  may  suggest  many  problems  and  others 
may  have  been  suggested  in  this  course  of  study  that  are  not 
worth  while.  It  is  at  this  point  that  a  teacher  is  needed  to  cast 
the  deciding  vote  to  see  that  the  best  line  of  work  is  pursued. 

Results. 

At  the  end  of  this  year’s  work  the  children  should  have  a  good 

* 

general  knowledge  of  the  whole  world.  They  should  be  able  to 
locate  accurately  and  quickly  all  the  important  land  and  water 
forms  and  tell  something  of  each.  It  is  absolutely  useless  to  fill 
their  m.inds  with  names  which  are  names  only.  They  should  be 
able  to  locate  some  of  the  largest  cities  in  the  world,  tell  why  they 
were  built,  where  they  are,  why  they  grew',  something  of  their 
industries.  They  should  know  in  a  general  w^ay  what  the  leading 


Geography 


171 


exports  of  each  country  are,  where  they  were  sent  from,  what 
the  countries  need  to  import.  As  far  as  possible  tie  each  country 
to  our  own  and  thus  show  the  children  the  great  inter-dependence 
of  the  nations. 


GEOGRAPHY.  GRADE  8 

The  scope  of  geographical  study  has  so  broadened  of  late, 
and  its  importance  has  so  increased,  that  it  should  be  continued 
in  the  eighth  grade  for  the  equivalent  of  a  half  year  course — or 
three  periods  per  week  throughout  the  year  if  time  permits. 

The  plan  of  the  work  should  be  a  general  study  of  the  earth 
as  the  home  of  man,  to  constitute  an  industrial — commercial — 
social  course. 

These  three  phases  of  men’s  activities  and  relations  are  so 
inter-related  and  inseparable  that  they  should  be  considered 
together  in  dealing  with  any  particular  problem.  Thus,  climatic 
conditions  make  orange  growing  profitable  in  southern  Cali¬ 
fornia.  Many  conditions  surround  this  industry.  Transporta¬ 
tion,  freight  rates,  middlemen,  fruit  venders,  hotels,  home  con¬ 
sumption  are  all  vital  factors  connected  with  the  commercial 
phases  of  the  country -wide  market  for  oranges.  The  market 
price,  wage  scales,  profits,  etc.,  all  have  important effects. 

Even  more  important  are  these  three  phases  of  greater  in¬ 
dustries,  involving  both  domestic  and  foreign  trade.  Such  are 
studies  of  wheat,  com,  beef,  pork,  hides,  wool,  cotton,  silk, 
coffee,  tea,  quarrying,  building  lumber,  hard  woods,  coal,  copper 
and  iron  mining,  steel  industry,  mbber,  ship-building,  auto¬ 
mobiles,  rice,  chemicals,  linen,  shoes,  paper,  oil,  furs,  art  products, 
etc.  These  things  affect  the  prosperity  and  life  of  peoples  deeply 
and  in  many  ways.  Immigration,  travel,  progress,  decadence, 
wars,  politics,  government,  etc.,  are  involved. 

The  teacher’s  task  will  be  one  of  selection  of  most  vital 
subjects  and  most  practical  treatment.  She  wdll  see  that  the 
course  is  systematic,  well-ordered  and  rich  in  content. 

The  method  of  treatment  should  be  so  different  from  pre¬ 
vious  m.ethods  used  as  to  make  the  subject  (1)  not  only  seem, 
but  really  be,  new;  (2)  develop  independence  of  study,  thought. 


172 


Vermont  Course  or  Study 


and  judgment ;  (3)  produce  broader  appreciation  and  culture ; 
(4)  be  of  vocational  value,  opening  eyes  of  pupils  to  opportunities 
for  desirable  life  work. 

For  material,  use  several  good  texts,  special  geographical, 
industrial  and  commercial  readers,  magazines,  articles,  col¬ 
lections.  Encourage  individual  projects  and  original  investi¬ 
gation  and  thinking. 

Give  special  prominence  to  a  study  of  the  industries  and 
internal  trade  of  the  Unifed  States,  and  to  its  commerce  with 
principal  other  nations  of  the  world. 

Geography  in  this  grade  frankly  relates  itself  to  apolitical 
economy,  hence  the  teacher  should  freely  introduce  and  explain 
economic  factors  entering  into  a  given  topic — division  of  labor, 
supply  and  demand,  co-operation,  competition,  racial  traits, 
natural  resources,  etc. 

A  valuable  sort  of  work  for  this  and  also  preceding  grades  is 
the  making  of  topical  note  books,  special  illustrated  studies  and 
charts,  collections  of  products  or  manufactures,  construction 
of  physical  maps  and  geographic  models. 

A  few  illustrative  topics  follow,  and  will  show  the  general 
nature  of  the  work  to  be  followed.  Some  good  book  or  group  of 
books  should  be  selected  and  used  as  a  basis  of  the  detailed  course. 

A.  In  what  ways  has  man  caused  the  entire  w^orld  to  con¬ 
tribute  to  his  needs?  (May  be  expanded  into  three  large  pro¬ 
blems,  each  of  which  may  again  be  expanded;  (1)  Man’s  needs 
(physical,  social,  spiritual).  (2)  Sources  of  supply  and  pro¬ 
duction  of  materials  to  meet  these  needs  (natural;  changed  by 
man’s  inventions).  (3)  Distribution  and  exchange  of  these 
products  (industrial,  and  art  centers;  transportation  routes — 
land  routes,  inland  water-ways,  ocean  transportation). 

B.  What  place  in  the  development  of  North  America  do 

steam  and  electricity  take?  (Or,  narrowed,  show  the  value  of 
railroads  to  the  development  of  the  United  States.  Or,  to 
Vermont). 

C.  Show  how  the  Appalachian  highlands  have  affected 
trade. 

D.  What  has  been  the  value  of  water  to  man  in  his  pro- 


Geography 


178 


gress?  (The  body^s  need,  the  soil’s  need,  and  trade’s  need  of 
water.) 

E.  What  influences  operated  in  the  economic  develop¬ 
ment  of — (Any  area  desired). 

F.  How  does  Vermont  rank  among  all  of  the  states  in  the 
United  States?  (Solution  should  lead  to  comparisons  of  Ver¬ 
mont  with  other  states  in  size,  population,  wealth,  educational 
ideals,  industrial  progress,  social  service,  and  a  final  judgment  on 
whether  she  is  living  up  to  her  ability). 

G.  The  value  to  commerce  of  the  facts  of  the  earth’s  shape 
and  rotation.  (Compare  the  circulation  of  air  on  a  stationary 
earth  with  the  wind  movements  on  a  rotating  earth.) 

H.  What  has  caused  New  York  (or,  any  large  city  desired,, 
with  consistent  questions)  to  outstrip  other  Atlantic  seaports  as, 
a  commercial  center? 

I.  Effect  of  “The  Great  War”  on  present  and  on  futurej 
industry  and  commerce. 

J.  Comparison  of  the  cost  of  living  in  this  decade  with  cost 
in  other  decades. 

K.  Why  do  the  great  railroads  of  North  America  have 
their  main  lines  running  east  and  west  ? 


174 


Vermont  Course  of  Study 


X.  HISTORY  AND  CIVICS 

General  Plan 

The  outline  is  planned  with  consideration  for  the  different 
ages,  interests  and  abilities  of  children,  and  with  due  recognition 
of  available  time  in  different  grades.  Indications  are  also  given 
of  the  amount  of  time  and  emphasis  to  be  assigned  to  different 
parts  of  the  subject  according  to  their  relative  importance  in  a 
well-balanced  conception  of  American  History  and  related  in¬ 
ternational  events  and  factors. 

It  is  essential,  for  example,  that  more  time  and  effort  be  de¬ 
voted  to  recent  histoiy^  (since  1870)  than  has  hitherto  been 
afforded,  because  of  the  immense  significance  of  the  histoiy^  o^  the 
last  half  century.  This  will  mean  less  time  for  history  preceding 
1783,  for  periods  of  minor  importance,  and  for  details  of  wars, 
battles  and  campaigns. 

The  general  allotment  of  time,  therefore,  should  not  be 
greatly  varied  rmless  by  earlier  mastery  of  assigned  topics,  and 
even  in  this  respect  not  to  an^^  marked  extent.  It  would  be 
preferable  instead,  to  enrich  the  outline,,  if  time  permits,  by  more 
thorough  and  detailed  treatment. 

The  outline  contemplates  no  formal  requirements  for  the 
first  three  years,  but  rather  the  use  of  historical  events  and 
persons  to  awaken  interest,  to  inspire  children  by  lessons  of  noble 
lives  and  deeds,  and  to  arouse  love  and  loyalty  for  America. 

In  the  fourth,  fifth,  and  sixth  grades.  United  States  Histoiy^ 
is  covered  entire,  selecting  such  events,  periods,  and  movements 
as  are  of  most  significance,  and  grouping  them  aroimd  the  lives 
of  great  men  and  women  whose  services  have  contributed  to  our 
country’s  growth  and  welfare.  Inspiration  to  true  American 
patriotism  must  be  constantly  developed  by  this  treatment  for 
boys  and  girls  who  are  in  these  years  more  or  less  hero- 
worshippers. 

Our  earlier  histoiy-  should  be  emphasized  and  stressed  in 
these  years  because  of  its  special  interest  and  appeal  to  yoimg 


History  and  Civics 


175 


children,  and  in  order  to  make  its  later  intensive  study  less  im¬ 
perative. 

A  parallel  course  of  reading  in  Old  World  history  is  outlined 
which  should  be  given  without  fail,  to  enrich  and  broaden 
children’s  historical  knowledge  and  appreciation,  to  further  de¬ 
velop  good  citizenship  and  increase  the  value  of  the  necessarily 
brief  subsequent  outline  indicated  for  European  Beginnings 
(Grade  Seven). 

The  outline  for  these  grades  might  be  characterized  as  one  of 
“High  Spots  in  American  History.”  Salient  features  should  be 
as  vividly  presented  as  possible  and  be  thoroughly  well  visualized 
and  learned. 

The  course  for  grades  seven  and  eight  comprises  a  brief 
introduction  (European  Beginnings) — which  may  be  begun  in 
the  latter  part  of  the  sixth  grade  if  the  progress  of  the  class 
warrants  it — followed  by  an  intensive  course  in  American  history,, 
intended  to  impart  to  pupils  an  intimate  knowledge  and  keen 
appreciation  of  the  great  principles,  factors  and  movements 
that  have  characterized  the  development  of  the  country,  and 
also  to  develop  citizens  of  intelligence  and  high  ideals. 

More  specific  directions  are  given  in  connection  with  each 
division  of  the  subject. 


GRADES  I-III 

History  work  in  these  grades  is  rather  a  part  of  the  general 
school  work,  reading,  composition,  seat  work,  sand  tables 
dramatization,  special  days,  etc.,  than  the  pursuit  of  an  organized 
subject;  it  is  the  use  of  appropriate  historical  and  social  facts  and 
conditions  as  a  means  for  development  of  children  into  well- 
disposed  Americans  rather  than  the  development  of  the  subject. 

The  work  should  include:  (1)  historic  studies  of  the  life  of 
children  of  different  countries — Indians,  Esquimos,  colonial 
times,  Japanese,  Chinese,  Arabs,  Grecians,  Dutch,  Swiss,  etc.,  to^ 
create  an  appreciation  of  the  social  life  of  different  times  and 
nations. 

(2)  Use  and  study  of  important  and  appropriate  historic 
events,  such  as  can  be  adapted  to  and  appreciated  by  little 


Vermont  Course  of  Study 


:i76 

children.  Events  in  the  lives  of  the  Pilgrims,  Philadelphia 
Quakers,  and  other  settlers  and  explorers;  the  first  steamboat, 
railroad,  telegraph,  etc.;  incidents  connected  with  inventions, 
and  the  like  are  suggestive. 

(3)  Reading,  discussion  and  dramatization  when  feasible 
of  important  and  typical  events'  in  the  lives  of  well-known  men 
and  women,  selecting  particularly  events  connected  with  their 
childhood  and  those  of  special  interest  to  children.  Such  are — 
boyhood  of  Franklin,  Washington,  Lincoln,  etc.,  incidents  such  as 
Pocahontas  and  John  Smith,  Hannah  Dustin’s  capture  and  es¬ 
cape,  enlisting  for  Uncle  Sam  in  the  World  War,  etc. 

(4)  Use  of  national  holidays,  patriotic  songs  and  selections, 
special  exercises,  flag  salutes  and  drills  for  teaching  histor}^  and 
patriotism. 

One  great  object  is  to  create  an  intense  interest  in  history 
-and  a  deep  love  and  devotion  for  our  country. 

GRADES  I  AND  II 

■The  Home. — Have  the  children  converse  about  home  and 
'farnily  life.  Bring  out  the  underlying  motive  of  love  that  guide 
the  home,  the  duties  that  each  must  have,  the  need  for  control, 
•order  and  courtesy.  Bring  out  the  family  pleasures,  the  ac¬ 
tivities  in  the  home,  and  the  material  needs  of  the  hom.e  such  as 
■food,  clothing,  and  shelter.  Lead  to  the-  people — the  farmer, 
grocer,  baker,  milkman,  etc.,  who  supply  the  eveiy^day  needs. 
■Lead  to  the  life  of  the  school  (a  larger  family).  Make  school  as 
ihomelike  as  possible.  Teach  the  children  the  property  rights 
of  others. 

Indians — Describe  their  homelife,  babyhood  and  boyhood. 
Compare  our  modem  homes  with  primitive  dwellings  of  the 
Indians.  Tell  the  story  of  Hiawatha.  Have  children  reproduce 
by  drawings,  paper  cutting,  on  the  sand  table,  and  b}'  oral  re¬ 
production. 

Holidays — ^Thanksgiving,  easy  stories  of  the  cemirg  of  the 
Pilgrims  their  hardships,  during  the  first  year,  and  the  first 
‘Thanksgiving.  Pictures,  drawings,  the  sand  table,  pumpkins, 
apples  and  other  objects  can  be  used  k)  advantage.  Christmas 


History  and  Civics 


177 


the  first  Christmas,  shepherds,  the  wise  men,  meaning  of  gifts, 
Santa  Claus,  reindeer  and  sleigh  bells,  etc. 

Eskimos — Manner  of  life,  houses,  dogs  and  reindeer.  Lead 
the  class  to  see  something  of  the  effect  of  climate  on  manners  and 
customs. 

Things  for  the  Children  to  do  or  Make  in  Keeping  with  Above 
Outlines. 

1.  Cut  the  paper  dolls  to  represent  the  family,  make  a 
booklet  illustrating  mother’s  work,  children’s  games,  pets,  play¬ 
things,  make  a  booklet  showing  the  story  of  bread. 

2.  Make  Hiawatha’s  home  on  a  sand  table,  a  booklet  of 
cuttings,  drawings,  etc.,  of  the  story  of  Hiawatha,  include  wig¬ 
wams,  Indian  villages,  canoes,  and  animals  mentioned. 

3.  Decorate  the  school  room  for  Thanksgiving,  and  have  a 
Thanksgiving  feast.  Let  each  child  bring  something  appro¬ 
priate  for  the  feast.  ^  Make  Christmas  presents  for  mother, 
sister,  or  playmates.  Make  booklet  from  pictures  illustrating 
the  stories  of  Christmas. 

4.  Make  Eskimo  home  on  sand  table,  model  in  clay  the 
Eskimio  boy  and  dogs. 

Edison  Biography — Edison’s  birthday — 'his  boyhood,  his 
achievements.  Lincoln's  birthday — ^stories  of  his  boyhood,  his 
honesty  and  bravery.  W ashingt on' s  birthday — the  father  of  his 
countr}^  general,  first  president.  Tell  the  story  of  the  origin 
of  the  hag.  Get  the  children  to  dramatize  many  of  them. 

Joseph — His  childhood,  his  slavery  in  Egypt,  his  noble 
character,  his  election  as  ruler  over  Egypt,  and  how  he  treated 
his  brethren.  Emphasize  the  value  of  returning  good  for  evil. 

Moses — ^Finding  the  infant  in  the  bulrushes,  his  mother  and 
foster-m:other  and  how  he  was  trained.  Show  how  he  grew 
to  be  a  leader  of  his  people,  and  tell  of  the  dramatic  features  of 
his  life. 

Columbus — Home  life,  training  and  characteri^ics  as  a  boy. 
Use  only  the  striking  incidents.  Tell  of  his  appeals  to  Queen 
Isabella  for  aid  in  making  his  voyage,  of  the  dangers  and  hard¬ 
ships  of  the  voyage,  the  three  ships,  and  the  strange  people 
found  in  the  new  world. 


178 


Vermont  Course  of  Study 


Lincoln — Stories  illustrating  his  kindly  nature.  The  freeing 
of  the  negro  slaves.  The  martyred  president. 

Washington — His  young  manhood,  his  rules  of  conduct,  a 
surveyor  (his  knowledge  of  the  coimtry  and  of  the  Indians). 
Washington  as  a  soldier,  as  a  general.  Our  flag — teach  its 
symbolism,  and  tell  stories  of  the  flag. 

Holland  and  Its  People — The  pecidiar  fitness  of  the  coimtry 
for  cattle  raising.  Study  the  cow  and  cow  products,  milk, 
butter,  cheese,  beef,  hair,  skin,  horns  and  bones.  Teach 
Stevenson’s  “Friendly  Cow,”  Jane  Taylor’s  “The  Cow.” 

•  Beginning  of  Industry — Study  the  life,  inventions  and  in¬ 
dustries  of  cavemen,  cliff  dwellers.  Pueblos,  and  other  Indians. 
Story  of  Robinson  Crusoe. 

David  and  Saul — In  developing  the  story  make  prominent 
the  idea  of  friendship  between  David  and  Jonathan,  also  the 
beauty,  love,  and  power  of  perfect  sympathy.  Show  that 
David’s  nobility  of  character  was  the  force  that  conquered  evil 
and  lifted  him  to  a  kingdom. 

GRADE  III 

Work  on  topics  and  subjects  similar  to  those  of  Grades  I 
and  II. 

Teach  incidents  connected  with  local  and  state  history — 
early  settlers — conflicting  claims  of  New  Hampshire  and  New 
York — stories  about  Seth  Warner,  Ira  and  Ethan  Allen,  and 
other  Vermonters — historic  tales  about  Lake  Champlain,  the 
Connecticut,  Windsor,  Bennington,  etc.,  farming,  making, 
maple  sugar,  saw  mills,  etc.  (See  outline  on  Vermont  for  this 
work) . 

Early  Life  of  the  Colonists.  Homes — How"  the  timber  was 
secured,  split  and  hauled,  and  modern  home  building.  Modes  of 
travel — the  first  roads,  how  constructed,  difficulties  of  travel, 
modern  road  building,  the  first  railroad,  modern  modes  of  travel. 
Foods — the  curing  of  meats,  the  old  smoke  house,  syrup,  visit 
a  sugar  house,  gristmill,  the  old  water  mill,  how  flour  and  meal 
were  ground,  cooking,  the  fireplace,  cranes,  etc.  Develop  to  the 
modern  methods  in  supplying  foods,  etc.  Clothing — how  home- 


History  and  Civics 


179 


spun  was  made,  secure  set  of  carders,  spinning  wheel,  etc.  The 
modern  way  of  making  cloth,  making  soap,  etc.  Early  com¬ 
munity  entertainments,  “Quilting  Bees,”  “Corn  Shucking,” 
“Log-Rollings,”  “Rail  Splittings,”  “House  Raisings,”  etc. 

The  United  States. 

a.  Early  discoveries  and  explorers.  Lief  the  Lucky,  Colum¬ 
bus,  Magellan,  Drake,  Champlain,  LaSalle,  etc. 

b.  Colonization.  Plymouth  and  Standish,  Boston  and 
Winthrop,  Providence  and  Roger  Williams,  Philadelphia  and 
Penn,  Jamestown  and  Smith,  New  York  and  Minuit,  etc. 

c.  Incidents  connected  with  French  and  Indian  War, 
Revolution,  Civil  War,  Spanish  War  and  Great  World  War. 

d.  Invention  of  steam  boat,  railroad,  cotton  gin,  telegraph, 
telephone,  sewing  machine,  automobiles,  aeroplane,  reapers,  etc. 

e.  Discovery  of  coal,  oil,  gold;  great  industries,  develop¬ 
ment  of  traffic,  agriculture,  schools,  etc. 

f.  Teach  patriotism  through  special  days  and  events,  and 
by  service  in  care  of  school,  grounds,  town,  etc. 

Note: — It  must  be  remembered  that  these  topics  are  sug¬ 
gestive  of  nature  of  reading,  conversational,  objective  or 
dramatic  work,  not  of  arbitrary  requirements  for  mastery.  The 
teacher  may  choose  more,  less,  or  different  topics,  but  causes, 
effects  and  relations  should  be  made  clear — the  historical  treat¬ 
ment  be  preserved.  The  result  should  be  a  fruitful  background 
for  later  history. 

Suggested  books  and  source  material  (Chiefly  for  teachers). 

“Indian  Primer,”  Fox. 

“Legends  of  Red  Children,”  Pratt. 

“Pilgrim  Stories,”  Humphrey. 

“Eskimo  Stories,”  Smith. 

“Early  Cave  Men,”  Dopp. 

“Story  of  Red  Children,”  Brooks. 

“Colonial  Children,”  Hart. 

“Big  People  and  Little  People  of  Other  Lands,”  Shaw. 

‘  ‘How  We  are  Fed,  How  We  are  Clothed,  How  We  are 
Sheltered,  How  We  Travel,”  Chamberlain 

“America’s  Story  for  Amierica’s  Children,”  Pratt. 

“Stor^"  of  the  Thirteen  Colonies,”  Guerber. 


180 


Vermont  Course  or  Study 


“Colonial  Days,”  Welch. 

“Stories  of  Great  Americans  for  Little  Americans,” 
Eggleston. 

Also  books  indicated  for  later  grades  will  furnish  much 
valuable  material. 


GRADE  IV 

The  outline  for  this  grade  comprises  two  parts : — 

Part  I.  A  course  in  historical  reading  from  the  beginning 
of  the  year  until  about  April  1st. 

While  the  assigned  readings  are  not  to  be  memorized  or 
mastered  as  is  the  case  with  later  work,  they  should  be  read  with 
care,  discussed,  reviewed,  and  used  as  material  for  oral  and 
written  composition.  The  history  reading  period,  in  other 
words,  should  be  regarded  as  both  a  recitation  and  study  period. 
An  effort  should  be  made  to  make  scenes  and  events  vivid  and 
realistic,  and  methods  suggested  for  lower  grades  may  well  be 
employed  and  adapted  to  this  grade. 

Material  for  this  part  of  the  work  should  cover  as  much  as 
possible  of  the  following : 

1.  Cave  dwellers  and  the  stone  age. 

2.  Stories  of  ancient  Israelites,  Assyrians,  Babylonians 

and  Egyptians. 

3.  Grecian  myths  and  legends. 

4.  Stories  of  Greek  and  Roman  History. 

5.  Norse  legends  and  stories. 

6.  Stories  of  Gauls  and  German  tribes. 

7.  Stories  of  early  English  history. 

8.  Stories  of  feudalism  and  mediaeval  times. 

9.  Trade,  industries  and  ocean  traffic  preceding  Colum¬ 
bus. 

10.  Easy  historical  readers  dealing  with  American  History. 

The  object  of  this  reading  and  discussion  is  to  acquaint  the 
pupils  as  much  as  possible  with  peoples  of  other  times  and 
countries,  to  broaden  their  interests  and  sympathies,  to  form 
a  historical  background  and  to  create  an  eager  desire  to  know 
more  of  history. 


r 


History  and  Civics  181 

The  work  should  above  all  be  interesting  and  vivid.  Ad¬ 
ventures  and  personal  incidents  should  be  emphasized.  Men’s 
and  nations’  actions  should  be  discussed.  The  relation  of  events 
or  conditions  can  be  brought  out  by  answering  the  children’s 
natural  questions  “Why  did  this  happen?”  “What  happened 
next?”  and  by  putting  to  them  questions  that  arouse  , thought, 
such  as,  ‘  ‘What  do  you  think  of  that?”  ‘  ‘What  would  you  have 
done?”  “What  effect  do  you  suppose  that  event  had?”  and  the 
like. 

Material  for  this  work  will  be  found  in  historical  and 
descriptive  readers  such  as  the  following: — ■ 

Books  tor  Pupils 

Seven  Little  Sisters,  Andrews,  Ginn  &  Company. 

Ten  Boys  on  the  Road  from  Long  Ago,  Andrews,  Ginn|& 
Company. 

Old  Stories  of  the  East,  American  Book  Company. 

Fifty  Famous  Stories  Retold,  Baldwin,  American  Book  Co. 

Blaisdell’s  Stories  from  English  History,  Ginn  &  Company. 

Greek  Gods,  Heroes  and  Men,  Scott,  Foresman  &  Company. 

King  Arthur,  Rand,  McNally  Company. 

Early  Cave  Men,  Dopp,  Rand,  McNally  Company. 

Famous  Men  of  the  Middle  Ages,  Eaaran  and  Poland. 

Roman  Life  in  the  Days  of  Cicero,  Church. 

American  Hero  Stories,  Tappan,  Houghton,  Mifflin  &  Co. 

(See  also  list  for  lower  grades). 

Books  for  Teachers 

Histories  dealing  with  various  periodsjmentioned. 

The  Bible. 

The  Odyssey,  Palmer. 

Tanglewood  Tales,  Hawthorne. 

Story  of  the  Iliad,  Church. 

Lays  of  Ancient  Rome,  Macaulay. 

Norse  Stories,  Mabie. 

Idylls  of  the  Kin«g,  Tennyson. 

Ivanhoe,  Scott. 


1 


182 


Vermont  Course  of  Study 


Short  History  of  the  English  People,  Green. 

(Time  allotment  for  this  work,  60  to  80  minutes  per  week  in 
two  or  three  periods.) 

Part  II.  A  course  in  regular  history  instruction,  beginning 
about  April  first,  composed  of  reading,  assigned  lessons,  study 
and  recitations. 

This  comprises  the  period  in  American  history  up  to  the 
beginning  of  permanent  settlements.  Certain  required  topics 
are  indicated,  also  other  optional  topics,  which  should  be  taken, 
if  time  and  the  ability  of  the  class  permits.  Their  development 
should  be  similar  to  that  given  for  required  topics. 

Method  of  Treatment. 

The  method  of  treatment  is  biographical  and  so  continues 
through  grades  V  and  VI.  The  character  chosen  is  the  center 
of  a  movement  or  group  of  historical  facts  that  should  be  fully 
developed  and  associated  with  the  person  named.  Do  not 
hesitate  to  develop  the  topic  in  a  broad  and  comprehensive 
manner. 

Temporal  and  causal  connections  beween  topics  indicated 
should  be  made  clear  so  that  the  pupils  will  get  a  good  idea  of  the 
historical  progress  and  development  involved.  The  secret  of 
success  is  to  fix  prominent  persons  and  facts  in  their  historical 
settings. 

The  following  devices  should  be  used  constantly : — 

1.  Careful  reading  and  discussion. 

2.  Study  from  topical  outlines  placed  on  the  board. 

3.  Oral  and  written  recitations  and  class  discussions 
(socialized  recitations) . 

4.  Map  drawing,  showing  routes  of  travel  and  discovery, 
location  of  settlements,  colonies  of  different  nations  (outlined  and 
colored),  location  of  battles  and  campaigns,  etc.  For  this 

purpose,  printed  or  accurate  hektograph  outline  maps  are  pre¬ 
ferable  to  children’s  free  hand  maps. 

5.  Construction — models  of  Viking  ships,  canoes,  wig¬ 
wams,  log-cabins,  stockades,  pioneer  furniture,  old  costumes,  etc., 
are  excellent  aids. 

'6.  Use  of  pictures  and  old  relics — guns,  tools,  costumes,  etc. 


History  and  Civics 


183 


7.  Illustrated  compositions,  using  both  magazine  and  other 
pictures  and  children’s  drawings. 

8.  Dramatization.  Many  historic  scenes  and  events  can 
be  excellently  developed  in  this  way  to  make  history  vivid  and 
real. 

Note — The  teacher  must  be  careful  to  see  that  devices 
are  such  as  to  teach  more  forcefully,  economically  and  effectively, 
and  not  such  as  to  distract  or  divert  attention  and  effort. 

(Beginning  about  April  1st) 

PERIOD  OF  DISCOVERY  AND  EXPLORATION 

1.  Lief  the  Lucky. 

The  Norsemen;  their  homes,  methods  of  seafaring,  settle¬ 
ments  in  Iceland  and  Greenland;  Lkf  the  Lucky  dis¬ 
covers  Vineland. 

2.  Marco  Polo. 

Early  life;  home — Venice;  travels  with  his  father  and 
uncle;  years  spent  in  service  of  Kublai  Khan;  return  to 
Venice  and  year  spent  in  prison;  his  book  of  travels,  its 
value  to  the  world,  and  as  an  incentive  to  explorers. 

(For  methods,  map  work,  etc.,  see  directions  above.) 

3.  Columbus,  1^92. 

(a)  Conditions  in  Europe;  beliefs  concerning  the  geog¬ 

raphy  of  the  world;  compass,  and  its  uses;  maps 
and  stories  of  the  sailors;  Marco  Polo’s  book; 
Genoa’s  trade  route  to  the  East  and  how  it  was 
closed. 

(b)  Columbus:  boyhood  at  Genoa;  life  on  the  sea  as  a 

youth;  his  plan  to  find  a  new  route  to  India  by 
sailing  West. 

.(c)  His  difficulties:  seeking  aid  from  Genoa,  Venice  and 
Portugal;  help  secured  from  Isabella  of  Spain. 

(d)  His  first  voyage  and  discovery  of  the  New'  World; 

his  later  voyages  and  life;  results  of  discoveries. 
Optional  additional  topic,  Amerigo  Vespucci. 

(Additional  topics  are  included  which  may  be  studied  if 
^  time  permits.) 


184 


Vermont  Course  or  Study 


His  voyages  to  the  New  World;  his  letters  about  his 
voyages;  how  the  New  World  came  to  be  called  America. 

4.  Ferdinand  De  Soto. 

Expedition  across  southern  United  States;  purpose,  equip- 
m.ent  and  route  follow^ed;  discover^"  of  the  Mississippi; 
De  Soto’s  death;  reasons  for  his  failure. 

Optional:  Stories  of  other  Spanish  explorers, — Magellan, 
Balboa,  Cortez,  Ponce  de  Leon. 

Optional:  The  Cabots. 

John  Cabot,  an  Italian,  in  the  service  of  England;  in¬ 
fluenced  by  Columbus’  voyages;  what  the  Cabots  dis¬ 
covered;  results. 

5.  Sir  Francis  Drake. 

As  a  boy  apprenticed  on  his  uncle’s  ship;  plundering 
Spanish  s^ips ;  voyage  around  the  world ;  aided  by  Queen 
Elizabeth ;  later  knighted;  defeat  of  the  Spanish  Armada. 

6.  Sir  Walter  Raleigh. 

(a)  England  in  time  of  Queen  Elizabeth:  court  life,  idle 

poor  people  in  England,  rivalry  with  Spain. 

(b)  Raleigh:  favorite  of  the  Queen;  first  attempt  to  plant 

colony;  second  attempt;  colony  abandoned. 

(c)  Results :  tobacco  and  potatoes  introduced  into 

England;  other  people  influenced  to  colonize. 

7.  Henry  Hudson. 

Dutch  East  India  Company  seeks  a  short  route  to  Asia; 
Hudson,  a  noted  English  sea-captain  hired;  discoverv'  of 
the  Hudson  river;  experiences  of  Hudson  with  the 
Indians;  later  discovery  of  Hudson  Ba}' ;  fate  of  Hudson. 

8.  Samuel  de  Champlain. 

Champlain — soldier  and  sailor;  first  voyage,  reasons  for 

'  coming;  second  voyage;  founding  of  Quebec,  relations 

wdth  the  Indians;  discovery  of  Lake  Cham.plain;  fur 
trade  established. 

Books  for  Pupils 

Story’  of  Troy,  American  Book  Co. 

Homeric  Stories,  American  Book  Co. 


History  and  Civics 


185 


Greek  Gods,  Heroes  and  Men,  Scott,  Foresman  &  Co. 

Ten  Boys  On  the  Road  from  Long  Ago,  Ginn  &  Co. 

Story  of  Middle  Ages,  Scott,  Foresman  &  Co. 

America  First,  Evans,  Milton  Bradley  Co. 

American  Hero  Stories,  Tappan,  Houghton,  Mifflin  Cq. 

The  Story  of  Liberty,  Baldwin,  American  Book  Co. 

*Builders  of  Our  Country,  Vol.  I,  Southworth,  Appleton  & 

Co. 

*Explorers  and  Founders  of  America,  Foote  6*  Skinner, 

Amer,  Bk.  Co. 

*  Recommended  as  basal  textbooks. 

{Note: — See  also  books  listed  for  Grade  5). 

^  GRADE  FIVE 

Review  the  period  of  discovery  and  exploration  following 

the  outline  given  for  Grade  Four,  including  optional  topics. 

Devote  three  weeks  only  to  this  review. 

PERIOD  OF  COLONIZATION 

1.  Virginia  Life. 

Captain  John  Smith:  early  life  of  adventure;  sent  by  Lon¬ 
don  Company;  reason  for  coming;  Jamestown  1607; 
relations  with  the  Indians;  Pocahontas;  life  and  suffer¬ 
ings  of  the  colonists. 

2.  New  England  Life. 

Miles  Standish  and  the  Pilgrims:  why  called  Pilgrims; 
reasons  for  leaving  England;  voyage  of  the  Mayflower 
and  written  agreement  in  the  cabin;  landing  at  Ply¬ 
mouth;  fighting  cold,  hunger  and  sickness;  dealings  with 
the  Indians;  life  and  character  of  Pilgrims. 

Governor  Winthrop  and  the  Puritans:  why  the  Puritans 
came  to  New  England;  The  Massachusetts  charter; 
character  and  work  of  John  Winthrop;  life  and  customs 
among  the  Puritans  in  early  colonial  days. 

Optional:  Work  of  John  Eliot  among  the  Indians. 

Roger  Williams:  beliefs  different  from  other  Puritans; 
religious  freedom,  rights  of  Indians,  right  to  vote;  exiled 


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from  Massachusetts;  settlement  at  Providence,  Rhode 
Island. 

King  Philip  and  trouble  with  the  New  England  settlers: 
why  Philip  went  to  war;  manner  of  fighting  and  in¬ 
cidents  in  the  war;  strife  with  Indians  extended  through¬ 
out  New  England ;  results. 

3.  Dutch,  Quaker  and  other  settlers. 

Peter  Minuit:  purchase  of  Manhattan  Island;  fur  trade; 
coming  of  the  Patroons. 

Peter  Stuyvesant:  character  and  nicknames ;  troubles  of  the 
colony;  surrender  to  the  English;  manners,  customs  and 
industries. 

William  Penn,  the  Quaker:  beliefs  of  the  Quakers  and  how 
they  were  treated;  Penn’s  colony;  meaning  of  Pennsyl¬ 
vania;  relations  with  the  Indians,  the  treaty;  customs, 
manners  and  industries  of  the  Quakers. 

Oglethorpe  and  settlement  of  Georgia:  condition  of  the  debtors 
in  England;  Oglethorpe’s  interest  and  plan;  settlement 
at  Savannah;  manners,  customs  and  industries  of 
Southern  settlers. 

Optional:  Lord  Baltimore:  why  Lord  Baltimore  wanted 
land  in  the  New  World;  settlement  of  Maryland;  kind¬ 
ness  to  Indians,  religious  freedom;  troubles  with  Clay- 
bourne. 

STRUGGLE  OF  FRENCH  AND  ENGLISH  FOR 

AMERICA 

1.  French  Explorer^  of  the  Mississippi. 

Joilet  and  Marquette,  missionaries  of  France;  their  vo^^age 
down  the  “Father  of  Waters.” 

La  Salle:  purpose  of  expedition;  route;  claiming  the  land 
for  France. 

2.  Montcalm,  the  French  General. 

Why  he  was  sent  to  America;  land  claimed  by  the  French; 
forts  built;  Montcalm  drives  back  English;  Fort  William 
Henry;  Ticonderoga;  how  Montcalm  faced  the  English 
General  Wolfe;  death  of  Montcalm. 


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187 


i 


3.  Wolfe  and  the  Capture  of  Quebec. 

Wolfe’s  personal  appearance  and  character;  difficulties  at 
Quebec ;  his  victory  and  death ;  results  of  war. 

4.  Sir  William  Johnson,  the  friend  of  the  Indians. 

Early  life  in  Ireland ;  why  he  came  to  America ;  managing 
his  uncle’s  estate  on  the  Mohawk;  becomes  large  land¬ 
holder;  his  relations  with  the  Indians;  becomes  an  In¬ 
dian  chief ;  Molly  Brant ;  services  to  the  English ;  retains 
friendship  of  Iroquois ;  his  part  in  French  and  Indian  war. 

THE  PERIOD  OF  THE  REVOLUTION 

1 .  Before  the  Revolution. 

Patrick  Henry  and  the  Stamp  Act:  Why  King  George  of 
England  wanted  money  from  the  Americans;  how  he 
attempted  to  get  it;  the  Stamp  Act;  Patrick  Henry’s 
opposition  to  it,  his  speech  in  St.  John’s  Church;  Vir¬ 
ginia’s  resistance. 

Samuel  Adams  and  Boston  Tea  Party: 

His  boyhood;  opposition  to  tax  law;  Boston  Massacre; 
Boston  Tea  Party,  port  biU  and  result;  First  Conti¬ 
nental  Congress;  Lexington  and  Concord. 

2.  The  Revolution. 

George  Washington. 

(a)  Boyhood  at  his  plantation  home;  the  young  surveyor 

at  Mt.  Vernon;  life  in  colonial  Virginia;  his  share 
in  the  French  and  Indian  War;  influence  in  colonial 
congresses. 

(b)  Commander-in-chief  of  the  army;  work  at  Boston, 

retreat  across  New  Jersey  and  Battle  of  Trenton, 
Valley  Forge,  Yorktown. 

.  (c)  The  Father  of  his  Country ;  why  he  won  the  confidence 

of  the  people;  establishment  of  national  govern¬ 
ment;  president  of  the  new  nation;  his  death. 

Benjamin  Franklin. 

(a)  Early  life,  work  and  play;  apprenticeship;  fondness 
for  reading;  reason  for  leaving  home;  journey  to 
Philadelphia  and  its  results;  a  stranger  in  Lon¬ 
don;  “Poor  Richard’s  Almanac”  and  its  influence. 


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Vermont  Course  of  Study 


(b)  Public  services:  Franklin  stove;  first  fire  department; 
experiments  in  electricity;  “Albany  Plan  of 
Union;”  aid  in  the  Revolution:  Continental  Con¬ 
gress;  Declaration  of  Independence;  gains  help 
from  France;  treaty  with  England;  the  Consti¬ 
tutional  Convention . 

3.  Revolutionary  Heroes. 

Philip  Schuyler  and  Saratoga:  Threefold  plan  of  the 
English;  Burgoyne  takes  possession  of  Ticonderoga; 
Colonel  John  Stark  defeats  English  at  Bennington; 
battle  of  Oriskany;  surrender  at  Saratoga;  kindness  of 
Schuyler  to  prisoners.  ' 

Nathaniel  Greene:  Character  and  early  career  as  a  soldier; 
Greene  in  the  South;  methods  and  success. 

Optional:  Nathan  Hale:  his  services  and  character. 

Ethan  Allen:  characteristics:  leader  of  Green  Mountain 
Boys;  trouble  with  New  York,  aided  by  Seth  Warner, 
he  takes  Ticonderoga;  taken  prisoner  and  sent  to 
England;  returns  to  America  and  dies  at  Burlington. 

John  Paul  Jones,  hero  of  the  navy;  sea  life  as  a  youth; 
enters  naval  service  of  colonies ;  capture  of  many  English 
vessels;  The  Bon  Flomme  Richard  and  Serapis. 

Lafayette:  Early  life  in  France;  interest  aroused  in  Ameri¬ 
can  stru  ggle ;  entered  the  American  amy ;  secured  funds 
from  France ;  forty  years  as  statesman  and  soldier  in  the 
service  of  France;  visit  to  United  States  in  1824-1825; 
America’s  response  in  1917. 

4.  After  the  Revolution. 

Alexander  Hamilton:  Birthplace  and  early  life;  school  days 
in  New  York;  interest  in  American  cause;  his  part  in 
the  Revolution;  as  a  statesman;  aided  in  adoption  of 
the  Constitution,  established  the  credit  of  the  new  na¬ 
tion;  duel  between  Hamilton  and  Aaron  Burr. 

Thomas  Jeferson:  Character  and  training  of  Jefferson; 
friendship  of  Patrick  Henry;  home  life  at  Monticello; 
vTiting  the  Declaration  of  Independence;  its  adoption 
and  historical  significance;  public  sen.dces  in  Virginia; 
President  of  United  States;  purchase  of  Louisiana;  first 


History  and  Civics 


189 


step  in  territorial  expansion;  Lewis  and  Clark  expedi¬ 
tion. 

Map  work — Compare  size  of  our  territory  before  and  after 
purchase  of  Louisiana. 

SUPPLEMENTARY  COURSE 

t 

The  teacher  should  plan  for  a  supplementary  history  reading 
course,  to  run  through  the  year,  covering  outstanding  features  of 
European  amd  English  history.  Much  of  our  history  is  closely 
linked  up  with  European  nations,  and  cannot  be  clearly  under¬ 
stood  unless  these  relations  and  connections  are  brought  out. 

In  general  the  method  of  treating  this  work  should  be  to 
deal  with  European  events  associated  with  or  suggested  by  the 
topics  being  taught  in  the  United  States  history  outline.  If  the 
reading  course  fails  to  furnish  needed  instruction,  the  teacher 
should  give  appropriate  narrative. 

Desirable  books  are  listed  under  bibliography  for  this  grade, 
also  under  Grades  IV  and  VI I . 

Books  for  Pupils 

Four  Great  Americans,  Baldwin,  American  Book  Co. 

Colonial  Children,  Hart,  Macmillan  Co. 

Children’s  Stories  of  Great  Scientists,  Wright,  Scribners. 

Heroes  Every  Child  Should  Know,  Mabie,  Doubleday,  Page 
&Co. 

Hero  Tales  from  American  History,  Blaisdell  &  Ball. 

The  Early  Colonies,  Pratt.  , 

Stories  of  Pioneer  Life,  Bass. 

American  Leaders,  Gordy,  Scribners. 

American  Explorers,  Gordy,  Scribners. 

Days  and  Deeds  a  Hundred  Years  Ago,  Stone  &  Pickett. 

The  Story  of  England,  Scott,  Foresman  Co. 

Our  European  Ancestors,  Tappan. 

The  Story  of  the  Middle  Ages,  Scott,  Foresman  Co. 

Little  American  History  Plays  for  Little  Am.ericans,  Benj.  H 


190 


Vermont  Course  of  Study 


Sanborn  Co. 

*Builders  of  Our  Country,  Vol.  I  &  II,  Southworth. 

*Makers  and  Defenders  of  America,  American  Book  Co. 
*Explorers  and  Founders  of  America,  American  Book  Co. 

*  Recommended  as  basal  textbooks. 


SIXTH  GRADE 
The  New  Nation 

1.  Daniel  J^oone  and  the  West. 

His  boyhood;  education  and  training;  early  manhood; 
personal  appearance,  character,  trip  into  Kentucky; 
settlement  at  Boonesborough ;  manners  and  customs  in 
Kentucky. 

2.  George  Rogers  Clark  and  the  Northwest. 

Surveyor  and  scout;  expeditions  against  the  British; 
Kaskaskia,  Vincennes,  hardships  of  the  men  in  the 
“drowned  lands;”  victory  and  what  it  meant  to  the 
United  States. 

3.  Perry  and  MacD enough — Heroes  of  1812. 

Oliver  Hogard  Perry:  school  life  and  early  cruises;  ■why 
Pen*}'  built  an  American  fleet;  battle  on  Lake  Erie  and 
its  results. 

MacDonough:  characteristics  and  training;  Champlain 
valley  invaded;  army  and  fleet;  how  the  Champlain 
fleet  was  built;  MacDonough  skilfully  defeats  English; 
results. 

4.  Andrew  Jackson. 

(a)  Boyhood:  characteristics,  poverty,  education,  ex¬ 

periences  with  the  British;  prisoner,  wounds. 

(b)  Lawyer  and  fighter:  life  in  Tennessee;  trouble  with 

the  Indians,  New  Orleans;  purchase  of  Florida. 

(c)  President:  introduces  spoils  system;  belief  in  pre- 

sen,dng  the  Union.  (Compare  territory  of  United 

States  before  and  after  purchase  of  Florida). 


History  and  Civics 


191 


5.  Henry  Clay,  the  Peacemaker. 

Early  training;  a  lawyer  in  Lexington;  the  young  Con¬ 
gressman;  War  of  1812  and  his  share  in  it;  the  Cumber¬ 
land  road;  beginnings  of  slavery;  Clay’s  compromises. 

6.  Daniel  Webster,  Defender  of  the  Union. 

New  England  ancestry;  his  home  life;  college  days;  law 
student;  public  life:  in  congress;  Webster-Hayne  de¬ 
bate;  personal  appearance  and  rank  as  an  orator;  atti¬ 
tude  toward  “Fugitive  Slave  Law;”  loss  of  friends; 
death;  influence  on  political  life  of  United  States. 

Optional:  Harriet  Beecher  Stowe. 

‘  ‘Uncle  Tom’s  Cabin  ” — Slavery. 

7.  Eli  Whitney  and  Elias  Howe. 

Whitney  and  the  cotton  gin:  ingenuity  as  a  boy;  education, 
need  for  a  labor-saving  device  in  the  cotton  industry; 
Whitney’s  invention;  its  importance. 

Howe  and  the  first  sewing  machine:  his  early  poverty; 
what  made  him  invent  the  sewing  machine;  final  tri¬ 
umph;  his  encouragement  to  young  inventors. 

8.  Internal  Improvements. 

Robert  Fulton:  the  first  steamboat:  early  modes  of  travel;  ' 
boyish  talent;  early  inventions;  encouragement  given 
him  while  in  Europe;  “The  Clermont;”  later  boats. 

De  Witt  Clinton:  old  route  from  west  to  the  Atlantic;  time 
_  and  money  expended;  Clinton’s  plan;  completion  of  the 
Erie  Canal;  benefits  of  the  canal. 

George  Stephenson:  boyhood  spent  in  the  mines;  the  first 
railroad  in  England;  early  railroads  in  America;  travel 
by  rail  today . 

Cyrus  McCormick:  early  methods  of  cutting  grain;  Mc- 
,  Cormick’s  invention ;  a  modern  reaper ;  benefits. 

Optional  Topics:  Fremont  and  Carson,  Pike,  Sam  Houston, 
David  Crockett,  Taylor,  in  connection  with  westward 
expansion. 

THE  CRITICAL  PERIOD 

1.  Abraham  Lincoln. 

(a)  The  boy;  birthplace;  his  parents;  his  homes;  his 


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Vermont  Course  or  Study 


education ;  influence  of  his  stepmother  on  his 
career;  removal  to  Illinois,  reasons. 

(b)  Life  in  Illinois :  appearance  and  characteristics  of 

Lincoln;  his  trips  to  New  Orleans  and  impressions 
of  the  slave  trade ;  his  studies  and  occupations ;  how 
he  fitted  himself  for  public  service. 

(c)  Lawyer  and  politician:  legislative  career;  kindness  to 

poor  clients;  professional  and  home  life  at  Spring- 
field;  the  slave  question;  Lincoln’s  attitude; 
Lincoln-Douglas  debates;  their  results. 

(d)  President  Lincoln  and  the  Civil  War:  why  the  North 

and  South  failed  to  understand  each  other;  The  ^ 

Confederate  States  of  America;  Fort  Sumter  and  ^ 
Civil  War;  Bull  Run;  Monitor  and  Merrimac; 
Antietam  and  Emancipation  Proclamation ; 
Gettysburg;  Vicksburg;  death  of  Lincoln. 

2.  Ulysses  S.  Grant. 

(a)  Younger  days;  in  the  Mexican  War;  farmer  and 

business  man. 

(b)  The  silent  general:  Fort  Henry  and  Fort  Donelson; 

‘  ‘Unconditional  and  immediate  surrender;  ”  Shiloh, 
Vicksburg;  campaigns  in  the  East;  surrender  at 
Appomattox;  kindness  to  the  conquered. 

(c)  Later  life:  as  President;  as  a  private  citizen;  his 

greatest  fight;  the  Memoirs;  funeral  and  tomb. 

3.  Robert  E.  Lee. 

(a)  Birth  and  education;  West  Point;  Mexican  War; 

Arlington,  home  of  Lee. 

(b)  Services  in  the  Civil  War:  why  he  joined  the  South; 

defending  Richmond;  Seven  Days  Battle;  Manas¬ 
sas  and  defeat  of  Pope;  Fredericksburg  and  the 
defeat  of  Burnside;  Chancellorsville ;  final  struggle 
with  Grant. 

(c)  College  president. 

4.  Admiral  Farragut. 

(a)  As  a  midshipman  under  Captain  Porter;  officer  in  the 
navy;  building  a  navy  yard;  battle  of  New  Or¬ 
leans;  Mobile  Bay;  his  character. 


History  and  Civics 


193 


(b)  Other  famous  naval  officers  in  the  Civil  War:  Worden, 
Winslow,  Cushing. 

5.  Clara  Barton  and  Red  Cross  Society. 

Sanitary  Commission;  Clara  Barton,  Dorothy  Dix,  Mary 
Livermore;  Clara  Barton’s  work  in  the  Civil  War;  the 
Red  Cross;  formation  of  American  Association  of  the 
Red  Cross,  its  purpose;  later  services  of  Miss  Barton 
in  Johnstown  flood,  Cuban  War,  Spanish-American  war. 

INVENTIONS  AND  DEVELOPMENT 

1.  Samuel  B.  F.  Morse. 

School  life;  as  an  artist;  interest  in  electricity;  methods  of 
signalling;  twelve  years  experimenting;  disappoint¬ 
ments;  help  from  friends  and  Congress;  the  telegraph 
line. 

> 

Morse’s  successors:  Cyrus  Field  and  the  Atlantic  cable ; 
Bell  and  the  telephone;  Marconi  and  wireless  telegraphy. 

2.  Thomas  Edison. 

Early  forms  of  lighting;  Edison,  the  newsboy  and  telegraph 
operator;  the  great  inventor;  phonograph,  kinetoscope, 
the  incandescent  lamp;  his  appearance  and  character¬ 
istics. 

3.  Development  of  Pacific  Coast. 

Purchase  of  Alaska;  disco veiy^  ot  gold  in  California,  its 
settlement;  Union  Pacific  railroad  completed;  Whitman 
and  the  first  settlers  in  Oregon;  agricultural  develop¬ 
ment  of  the  Pacific  States. 

RECENT  HISTORY— UNITED  STATES,  A  WORLD 

POWER 

1.  Admiral  Dewey,  'Mero  of  Manila.'^' 

Spanish  oppression  in  Cuba;  destruction  of  the  “Maine” 
and  declaration  of  war;  Battle  of  Manila;  Santiago 
victory;  rCwSults. 

2.  Theodore  Roosevelt. 

(a)  As  a  youth;  parentage;  early  education;  poor  health 
and  how  he  overcame  it;  the  young  naturalist; 


194 


Vermont  Course  of  Study 


his  “Roosevelt  Museiim  of  Natural  History’’ 
(age  10  years);  his  collections;  college  days  at 
Harvard;  Western  ranch  life. 

(b)  Public  services  to  New  York  State;  member  of  legis- 

'  lature,  Governor,  reforms;  Colonel  Roosevelt  and 
his  Rough  Riders  in  Spanish  War;  his  writings  on 
American  histoiy^  biography  and  outdoor  life. 

(c)  President  Roosevelt:  characteristics;  Panama  Canal 

completed;  his  reforms;  aid  in  bringing  peace  to 
Japan  and  Russia;  how  he  strengthened  America 
as  an  international  power. 

3.  Andrew  Carnegie. 

Birthplace  in  Scotland;  removal  to  America;  boyhood  of 
hard  work;  service  in  war  time;  iron  and  steel  bridges; 
encouraged  sleeping  cars;  great  steel  industiy^;  generous 
gifts  for  public  good — libraries,  hospitals,  parks, 
churches,  etc. 

4.  W oodrow  Wilson  and  the  World  W ar. 

(a)  Birthplace  and  parentage;  his  training;  private 
schools,  Princeton ;  interest  in  politics  and  govern¬ 
ment;  as  an  educator;  Governor  of  New  Jersey. 

Jb)  President  Wilson:  how  the  European  war  started; 
what  Germany  wanted;  line-up  of  the  nations; 
battle  areas — Switzerland  to  the  Sea,  Italian- 
Austrian  front,  German -Russian  front,  Dar¬ 
danelles;  America’s  neutrality;  why  United  States 
entered  the  World  War;  Wilson’s  part  in  the 
Peace  Conference  at  Paris. 

-5.  Herbert  C.  Hoover. 

(a)  Birthplace;  early  life  on  the  western  farms;  how  he 

earned  his  way  through  Leland  Stanford  Uni¬ 
versity;  his  organizing  ability  at  college — “let 
Hoover  manage;”  as  a  mining  engineer;  Aus¬ 
tralia,  China,  his  part  in  Boxer  Rebellion. 

(b)  The  Organizer:  Chairman  of  American  Relief  Com¬ 

mittee — his  work  for  starving  Europe;  Food  Ad¬ 
ministrator  in  United  States  during  the  war;  how 
food  con  sensation  helped  win  the  war. 


History  and  Civics 


195 


6.  General  Pershing. 

(a)  His  training:  West  Point;  subduing  the  Moros.in  the 

Philippines;  in  Manchurian  Campaign  against 
Russia;  expedition  against  Villa;  home  tragedy.. 

(b)  Commander  of  American  Expeditionary  Force:  how 

our  army  was  raised  and  trained;  supplies  and 
ammunition;  Liberty  Bonds  and  War  Saving 
Stamps;  aeroplanes — the  “Eyes  of  the  Army;” 

(c)  Work  of  voluntary  organizations:  Red  Cross,  Junior 

Red  Cross,  United  War  Workers. 

(d)  The  army  in  France:  visit  to  the  tomb  of  Lafayette; 

Chateau-Thierry,  St.  Mihiel,  Verdun,  Argonne^ 
Metz,  surrender  and  the  armistice,  (November 
11,  1918);  victory  of  the  Allies  and  results. 

(e)  Recognition  of  his  services  by  United  States,  France> 

Italy,  Great  Britain,  Belgium,  Japan,  Rumania. 

(f)  Admiral  Sims  and  the  war  on  the  seas:  transportation 

of  army  and  supplies;  submarine  warfare  and 
German  frightfulness ;  work  of  American  and 
English  navies;  mining  the  North  Sea;  bottling  up 
Germany. 

(g)  Leaders  in  the  Great  War:  General  Joffre,  General 

Foch,  General  Haig,  General  French,  Admiral 
Jehicoe,  etc. 

Books  For  Pupils 

Men  Who  Have  Made  the  Nation,  Sparks. 

Abraham  Lincoln  for  Boys  and  Girls,  Moore. 

True  Story  of  Abraham  Lincoln,  Brooks. 

Boy’s  Life  of  Abraham  Lincoln,  Nicolay. 

Heroes  of  Today,  Parkman,  Century  Co.  (Herbert  Hoover). 
Hero  Tales  ot  American  History,  Roosevelt  and  Lodge. 
Founders  of  Our  Country,  Coe,  American  Book  Co. 

Hero  Stories  from  American  History,  Blaisdell  6*  Ball. 
Pioneers  of  the  Mississippi  Valley,  McMurry. 

Home  Life  In  Colonial  Days,  Earle. 

American  Inventions  and  Inventors,  Mowry. 


196 


Vermont  Course  of  Study 


Green  Mountain  Boys,  Thompsoti. 

Short  School  History  of  the  Great  War,  McKinley,  Cou¬ 
lomb,  Gerson,  American  Book  Co. 

*Builders  of  Our  Country,  Vol.  II,  Southworth. 

^Makers  &  Defenders  of  Our  County,  American  Book  Co. 

*Recommended  as  basal  textbooks. 

BOOKS  FOR  TEACHERS 

Struggle  for  a  Continent,  Parkman. 

Modern  European  History,  Hazen. 

History  of  United  States,  Muzzey. 

Consult  any  standard  American  Histor\"  as  Woodbum  and 
Moran,  Beard  and  Bagley,  etc.,  as  well  as  encylopedias,  other 
books  and  material  in  public  libraries,  especially  for  later  men 
and  events. 

HISTORY 

SEVENTH  AND  EIGHTH  YEARS 

The  outline  for  grade  seven  and  eight  indicates  the  relative 
amount  of  time  and  attention  to  be  given  to  different  periods 
in  order  to  result  in  a  well-rounded,  well-balanced  course,  and 
to  assure  time  for  each  period,  especially  that  of  recent  history. 

In  contrast  to  the  biographical  method  of  treatment  in  the 
earlier  grades,  the  method  for  the  seventh  and  eighth  years 
changes  to  narrative,  passing  from  the  story  of  a  person  to  the 
story  of  an  event.  The  great  man  sinks  in  importance,  he  is  one 
of  a  group  of  men,  and  the  pupil  is  concerned  now  with  the 
motives  and  thoughts  back  of  the  deeds.  Thus  there  is  a 
transition  from  the  story  treatment  of  history  to  a  thoughtful 
and  logical  study  of  the  subject-matter. 

The  plan  of  work  to  be  pursued  should  be  the  development 
of  topical  studies,  projects  and  research  work.  Basal  texts  will 
probably  be  used,  but  they  should  not  be  slavishly  nor  exclusiveh" 
followed.  Supplementary  texts,  reference  books  and  literature 
should  be  used  as  freely  as  possible,  both  by  the  entire  class  for 
general  work,  and  by  individuals  for  special  topics.  Cultivate 
interest  and  habit  in  reading  historical  and  biographical  litera¬ 
ture. 


History  and  Civics 


197 


The  topical  plan  of  development  arranged  chiefly  chrono¬ 
logically  will  be  a  great  aid  in  developing  an  appreciation  of 
historical  movements,  racial  and  social  developments,  the  inter¬ 
relation,  causes  and  effects  of  events. 

Suggestions  on  methods  and  devices. 

1.  Cultivate  wide  reading  along  related  lines.  Contributions 
by  pupils  from  collateral  reading  (contemporary  diaries,  letters, 
documents,  newspaper  extracts,  etc.,  of  the  period  being  studied, 
(see  also  bibliography) ,  compositions  by  scholars  on  related  topics, 
magazine  articles  read  (in  part)  in  class  are  valuable  aids. 

2.  Use  topical  outlines.  These  should  be  placed  on  board 
(or  dictated),  kept  by  pupils  in  notebooks  and  used  for  recitation, 
reference  and  review. 

3.  Project  work.  Topics  should  be  developed  and  illus¬ 
trated  by  various  means.  Under  this  treatment  should  be  in¬ 
cluded — dramatization  of  historical  scenes,  impersonations, 
plays,  simple  pageants,  etc., — display  or  collection  of  historical 
relics  and  illustrations — debates  on  political  questions — illus¬ 
trated  historical  booklets — ^mock  congresses. 

4.  Correlation  with  English  work  (see  1,  2,  3),  geography  and 
with  special  days  and  school  exercises. 

5.  Assignment  of  topics  for  special  research  to  individuals, 
especially  topics  that  are  illuminating  yet  not  such  as  to  require 
time  for  whole  class.  For  example,  such  topics  as  “Historical 
development  of  Monroe  Doctrine.”  “Effect  of  Monitor  and 
Merrimac  Battle  on  Later  Naval  Warfare.” 

In  reference  reading  the  pupil  should  be  required  to  make 
note  at  least  of  name  of  author,  title  of  work,  number  of  pages 
read,  and  his  personal  impression.  The  latter  will  guide  the 
teacher  in  choice  of  material  to  be  assigned  later. 

6.  Socialized  recitations.  Be  careful  that  all  pupils  par¬ 
ticipate  generously,  that  a  few  do  not  monopolize  the  time,  and 
that  the  work  is  direct,  valuable  'and  not  discursive  and  frag¬ 
mentary. 

7.  Review  frequently  by  comprehensive  topics  to  develop 
perspective  and  appreciation.  For  example,  by  use  of  such 
topics  as — 

Development  of  tariff  legislation. 


198 


Vermont  Course  of  Study 


Succession  of  political  parties. 

Story  of  territorial  expansion. 

Industrial  development  between  1815  and  1850. 

America’s  development  into  a  world  power. 

Story  of  railroad  development. 

IMost  important  American  inventions. 

American  authors  and  writings. 

^  The  temperance  movement. 

European  entanglements  preceding  the  World  War. 

8.  Making  of  historical  charts  and  tables — to  fix  events  and 
movements  in  time  and  place. 

9.  Making  and  developing  historical  maps  to  show  dis¬ 
coveries,  explorations,  colonies,  expansion,  industries,  trans¬ 
portation,  wars,  etc. 

The^  stoi*}'  of  European  life  and  civilization  has  been  placed 
in  the  first  part  of  the  seventh  year  as  an  introduction  to  the 
American  history  which  follows  in  the  latter  part  of  the  seventh 
year  and  in  the  eighth  year.  It  seems  better  adapted  to  pupils 
of  that  year  than  to  the  less  mature  children. of  the  sixth  year. 
The  purpose  of  this  introductory  course  is  to  show  the  beginnings 
and  continuity  of  history,  and  the  growth  of  social,  political, 
and  economic  life  from  which  American  institutions  developed. 

Only  significant  facts  are  to  be  taught.  Details  that  have 
no  direct  bearing  upon  the  main  problem  should  not  be  pre¬ 
sented.  Throughout  the  term  emphasis  should  be  placed  upon 
those  features  of  ancient  and  medieval  life  which  explain  the 
important  elements  of  our  own  civilization. 

The  committee  of  eight  in  outlining  the  work  states : 

“Above  all,  it  must  be  remembered  that  the  fimdamental 
aim  is  not  to  store  the  child’s  mind  with  many  detailed  facts  of 
general  history,  but  to  make  certain  impressions  which  shah  ex¬ 
ercise  a  guiding  influence  over  the  child’s  intellectual  grovTh,  to 

furnish  him  with  a  framework  into  which  his  later  reading  or 
study  shall  place  what  he  acquires. 

An  interest  in  historical  tales  or  situations,  and  a  taste  for 
simple  historical  narrative,  should  be  an  important  incidental 
result.” 


History  and  Civics 


199 


Books  on  Teaching  Methods 

The  Teaching  of  History,  Johnson,  Macmillan  Co. 

Method  in  History,  Mace,  Ginn  &  Co. 

Supervised  Study  in  History,  Simpson,  Macmillan. 

EUROPEAN  BEGINNINGS 

1.  Why  we  study  European  history. 

(a)  Our  ancestors — ’first  immigrants:  who  they  were;  why 

they  came;  what  they  brought;  later  immigrants 
and  their  countries. 

(b)  Our  Country,  the  realization  of  old-world  ideals. 

2.  Gifts  of  the  Greeks. 

Influence  of  geographic  conditions;  city-state  rivalry; 
Athens,  the  “City  Beautiful,”  Sparta,  the  soldier’s 
city;  Corinth,  the  merchant  town;  how  the  Greeks  saved 
freedom  for  the  world;  permanent  contributions  in  art, 
literature  and  philosophy;  how  the  sailors,  merchants 
and  colonists  carried  Greek  ways  of  living  to  other  lands. 

‘  ‘The  Greeks  had  brought  the  world  to  a  higher  level  of 
civilization  than  men  had  ever  seen  before,  but  they  had  not 
been  able  to  imite  and  organize  it.  Not  even  their  own  HeUas 
was  a  unified  nation.  The  world  which  the  Greeks,  as  successors 
of  the  Orient,  had  civilized  was  now  to  be  organized  and  unified 
by  a  much  less  gifted  but  more  practical  race,  whose  city  on  the 
Tiber  was  destined  to  become  the  mistress  of  an  enduring  world 
empire.”  (Robinson  and  Breasted,  page  239). 

3.  Our  debt  to  Rome. 

Note:  The  Romans  conquered  the  Greeks,  added  to  their 
culture,  and  carried  their  knowledge  to  France,  England  and 
Spain,  and  to  parts  of  Germany,  countries  from  which  the 
founders  of  America  came.  Because  of  this,  the  Romans  are  to 
be  considered  as  among  the  makers  of  America.  They  con¬ 
quered  all  the  lands  about  the  Mediterranean,  east,  west,  south 
and  north,  and  then  organized  an  empire.  The  period  of  ex¬ 
pansion  is  too  complex  to  be  taught  with  details.  However, 
their  success  may  be  emphasized  by  map  work  showing  the 
different  modem  countries  included  within  their  conquests. 


200 


Vermont  Course  or  Study 


Peop  le;  stories  of  early  development;  the  army;  conquests, 
expansion  and  organization;  achievements;  laws,  games, 
roads,  and  buildings;  early  Christians  in  the  Empire, 
growth,  triumph;  influence  of  Constantine;  rise  of 
monasteries. 

“The  population  of  this  vast  Empire,  which  girdled  the 
Mediterranean,  including  France  and  England,  was  made  up  of 
the  most  diverse  peoples  and  races.  Egyptians,  Arabs,  Jews, 
Greeks,  Italians,  Gauls,  Britons,  Iberians  (Spaniards)  all  alike 
were  under  the  sovereign  rule  of  Rome.  One  great  state  em¬ 
braced  the  nomad  shepherds  who  spread  their  tents  on  the 
border  of  the  Sahara,  mountaineers  of  the  fastnesses  of  Wales, 
and  the  citizens  of  Athens,  Alexandria  and  Rome,  heirs  of  all 
the  luxury  and  learning  of  the  ages.  Whether  one  lived  in  York 
or  Jerusalem,  Memphis  or  Vienna,  he  paid  his  taxes  into  the 
same  treasuiy^,  he  was  tried  by  the  same  law,  and  looked  to  the 
same  armies  for  protection.  ”  (Robinson  and  Breasted  (pp.  276- 
277). 

4.  The  Teutons,  barbarians  of  the  North. 

Characteristics;  fall  of  the  Roman  Empire;  new  kingdoms, 
fusion  of  Teuton  and  Roman;  Charlemagne;  Treaty  of 
Verdun. 

5.  M aking  of  the  English  N ation. , 

(a)  Formation:  Angles  and  Saxons;  work  of  the  monks; 

King  Alfred;  coming  of  the  Normans. 

(b)  Development :  life  of  people;  farming;  how  goods  were 

made  and  sold;  trial  by  jury;  Great  Charter;  be¬ 
ginnings  of  Parliament;  union  with  Wales  and 
Scotland;  language  and  literature. 

6.  Life  in  the  Middle  Ages. 

Nobles,  common  people;  life  in  the  country,  town;  feu¬ 
dalism  ;  church . 

7.  Great  changes  in  Europe  and  beginnings  of  America. 

(a)  Rise  of  great  national  states;  manufacturing  and  com¬ 

merce  ;  great  inventions ;  revival  of  learning ; 
reformation. 

(b)  Crusades  and  their  results :  reasons  for  them;  results — 


History  and  Civics 


201 


an  increased  interest  in  travels  and  commerce,  ac¬ 
quaintance  with  great  trade  centers. 

(c)  How  a  new  route  to  India  was  found :  coming  of  the 

Turks;  Marco  Polo’s  travels  and  new  geographical 
ideas;  Portuguese  find  route  to  India. 

(d)  Christopher  Columbus  and  the  discovery  of  America. 

8.  Period  of  Exploration  and  Discovery. 

(a)  Motives  of  early  explorations. 

(b)  Spanish  discoveries  and  explorations:  superiority  of 

the  Spanish  claim;  discovery  and  exploration  of 
Florida;  discovery  of  the  Mississippi;  first  per¬ 
manent  settlement  in  America;  the  Spanish  claim; 
Portuguese  in  Brazil — division  of  South  America 
by  Pope. 

(c)  English  discoveries  and  explorations:  voyages  of  the 

Cabots;  other  English  explorers;  first  attempts  at 
colonization;  the  English  claim. 

(d)  French  discoveries  and  explorations :  early  French 

explorers;  exploration  of  the  Mississippi  Valley; 
the  French  claim. 

(e)  Dutch  discoveries  and  explorations:  Henry  Hudson; 

the  Dutch  claim. 

(f)  Conflict  of  claims:  Dutch  and  French  possessions 

secured  by  the  English. 

To  the  teacher:  Show  how  the  hard  economic  conditions  of 
Europe  are  reflected  in  the  colonists’  search  for  gold;  in  their 
desire  to  find  homes  free  from  the  exactions  of  privileged  orders ; 
in  the  flight  to  Georgia  of  poor  debtors.  Point  out  broadly 
the  motives  of  the  various  nations  in  founding  colonies,  e.  g. 
Spain,  gold;  France,  empire;  England,  homes.  The  final  success 
of  England  in  holding  North  America  lay  largely  in  her  rifle¬ 
bearing  settlers,  as  opposed  to  the  armies  and  adventurers  of 
other  nations. 

In  teaching  permanent  settlements,  stress  the  four  types  as 
developed  in  Virginia,  Pennsylvania,  New  York  and  Massa¬ 
chusetts,  with  a  brief  survey  of  the  other  colonies. 

In  showing  the  development  of  the  idea  of  free  government, 


202 


Vermont  Course  of  Study 


emphasize  the  Mayflower  Compact,  the  Mecklenberg  Declara¬ 
tion,  and  various  forms  of  local  government. 

AMERICAN  HISTORY 

9.  American  Indians. 

On  an  outline  map  show  territory  occupied  by :  (a)  Algon- 
quins,  (b)  Iroquois,  (c)  Creeks,  (d)  Maskoki — modes  of 
life,  implements  and  weapons;  products;  mode  of  war¬ 
fare,  religion,  assistance  given  by  Indians  to  white 
settlers;  trails — roads,  railroads;  present  Indian  Reser¬ 
vations. 

10.  Period  of  Colonization. 

The  Seventeenth  Century;  most  successful  nations;  length 
of  the  colonizing  period. 

11.  The  English  Colonies — Settlement  of  the  Atlantic  Coast. 

(a)  The  New  England  Colonies :  puritans  in  New  England ; 

'growth  and  prosperity. 

(b)  The  Middle  Colonies:  motives  of  the  settlers;  New 

Netherland;  New  Jersey,  Pennsylvania,  and  Del¬ 
aware;  Lord  Baltirnore  and  Maryland;  growth  and 
prosperity  of  the  middle  Colonies. 

(c)  The  Southern  Colonies:  Virginia, 'character  of  settlers 

and  early  difficulties;  colony  firmly  established; 
Carolinas  and  Georgia,  character  and  mode  of  life. 

(d)  Government  of  the  colonies:  three  forms  of  colonial 

government :  Charter  Government,  Proprietary 
Government,  Royal  or  Provincial  Government; 
common  features  of  these  three  forms ;  differences ; 
effects  upon  the  rights  of  the  people;  special  local 
features  of  government;  town  system  of  New 
England;  county  system  of  Virginia. 

12.  Establishment  of  English  Supremacy. 

(a)  The  French  in  America:  attempts  at  colonization; 
work  of  the  Missionaries;  efforts  to  establish  an 
empire;  serious  results  of  alliance  with  Algonquin 
Indians. 


% 


History  and  Civics 


203 


(b)  Origin  of  the  conflict;  intercolonial  wars;  French  and 
Indian  War;  important  strategic  points;  first  im¬ 
portant  imited  action  of  the  Colonies;  success  of 
the  English;  Treaty  of  Peace;  effects  of  the  French 
and  Indian  War. 

Books  for  Pupils 

The  Story  of  England,  Scott,  Foresman  Co. 

The  Stoiy^  of  the  Middle  Ages,  Scott,  Foresman  Co. 

City  of  Seven  Hills. 

Our  Ancestors  in  Europe,  Hall. 

For  the  study  of  American  colonial  history  the  writings  of 
John  Fiske  will  be  foimd  profitable. 

The  Beginnings  of  New  England,  Houghton,  Mifflin  Co. 
Old  Virginia  and  Her  Neighbors. 

The  Dutch  and  Quaker  colonies. 

*Our  Beginnings  in  Europe  and  America,  Burnham,  John  C. 
Winston  Co. 

*Introduction  to  American  History,  Woodhurn  Moran, 
Longmans  Green  &  Co. 

*01d  World  Backgroimd  to  American  Histoiy^  Harding, 
Scott,  Foresman  &  Co. 

*The  Story  of  Old  Europe  and  Young  America,  Mace, 
Tanner,  Rand,  McNaUy  Co. 

Books  for  Teachers 

Any  standard  secondary  textbook  presenting  an  account  of 
the  ancient  and  medieval  periods,  such  as  Robinson  and  Breasted, 
Outlines  of  European  History,  Part  I  (Ginn  &  Co.)  may  be  used. 

13.  Colonial  Life. 

Travel  and  communication;  manufactures;  commerce; 
restrictions  on  manufactures  and  commerce;  colonial 
government;  life  in  the  New  England  town,  life  on  the 
southern  plantation;  slavery,  factors  making  toward 
disunion,  factors  making  toward  union. 

*Recommended  as  basal  textbooks. 


204 


Vermont  Course  of  Study 


Books  for  Pupil 

Social  Life  in  Old  New  England,  Earle. 

Old  South  Leaflets,  Nos.  7,  54,  154,  170,  171. 

Books  for  Teacher 

Home  Life  in  Colonial  Days,  Earle. 

Customs  and  Fashions  in  Old  New  England,  Earle. 
Beginners  of  a  Nation,  Eggleston. 

Poetry  and  Fiction 

Pocahontas,  Thackeray. 

Courtship  of  Miles  Standish,  Longfellow. 

Standish  of  Standish,  Austin. 

Betty  Alden. 

The  Golden  Arrow,  Hall. 

Uncrowning  a  King,  Ellis. 

The  Great  Peacemaker,  Watson. 

The  Wampum  Belt,  Butterworth. 

In  the  Valley,  Frederic. 

Soldier  of  Scrooby,  Hall. 

Virginia  Cavalier,  Seawell. 

White  Aprons,  Goodwin. 

14.  The  War  of  Independence. 

(a)  Causes  of  the  war;  interference  with  commerce; 

taxation  without  representation;  British  army  in 
America;  first  Continental  Congress. 

(b)  Principal  events  of  the  war;  First  period  (1775-76, 

principally  in  New  England  and  Canada).  Opera¬ 
tions  about  Boston;  second  Continental  Congress; 
Bunker  Hill  and  the  evacuation  of  Boston;  ex¬ 
pedition  to  Canada;  growth  of  the  idea  of  inde¬ 
pendence  ;  the  Declaration  of  Independence. 

Second  period  (1776-78,  principally  in  the  Middle  States). 
Operations  around  New  York  and  New  Jersey;  capture 
of  Philadelphia,  Valley  Forge;  Burgoyne  surrenders,  aid 
of  France  secured.  ^ 


History  and  Civics 


205 


Third  period  (1778-81,  principally  in  the  Southern  States). 
The  surrender  of  Cornwallis,  end  of  the  war;  the  Treaty 
of  Peace. 


Books  for  Pupils 

* 

Pictorial  Fieldbook  of  the  Revolution,  Tossing. 

Century  Book  of  the  American  Revolution,  Brooks. 
Hero  Tales  from  American  History,  Roosevelt  6"  Lodge. 
Burgoyne’s  Invasion,  Drake. 

A  Short  History  of  the  Revolution,  Tomlinson. 

Camps  and  Campfires  of  the  Revolution,  Hart  Hill. 
Source  Book  of  American  History,  Hart. 

The  Youth  of  Washington,  Mitchell. 

Paul  Jones,  Abbott. 

Four  Naval  Heroes,  Beebe. 

True  Story  of  Washington,  Brooks.  / 

Life  of  Washington,  Scudder. 

Paul  Jones,  Brady. 

Books  for  Teachers 

History  of  United  States,  Els  on. 

The  American  Revolution,  Fiske. 

Life  of  Patrick  Henry,  M.  C.  Tyler. 

Poetry  and  Fiction 

Paul  Revere’s  Ride,  Long  fellow. 

The  Concord  Hymn,  Emerson. 

Warren’s  Address,  Pierpont. 

Song  of  Marion’s  Men,  Bryant. 

Poems  of  American  History,  Stevenson. 

The  Sun  of  Saratoga,  Altsheler. 

In  Blue  and  White,  Brooks. 

The  Knight  of  Liberty,  Butterworth. 

Cardigan,  Chambers. 

The  Spy,  Cooper. 

The  Pilot,  Cooper. 


206 


Vermont  Course  of  Study 


In  the  Valley,  Frederic. 

Janice  Meredith,  Ford. 

A  Great  Treason,  Hoppus. 

The  Tory  Lover,  Jewett. 

Two  Spies,  Los  sing. 

A  Soldier  of  Virginia,  Stevenson. 

The  Heritage,  Stevenson. 

The  Forayers,  Simms.  ' 

The  Green  Mountain  Boys,  Thompson. 

Richard  Carvel,  Churchill. 

The  Scarlet  Coat,  Ross. 

15.  The  Adoption  of  a  New  form  of  Government. 

(a)  Consolidation  of  colonies;  causes  of  lack  of  union 

among  the  colonies;  circiunstances  favoring  union; 
union  of  adjacent  towns  and  colonies. 

(b)  Early  plans  for  general  union ;  plans  suggested  by  Penn 

and  by  Franklin;  influence  of  these  plans;  union- 
against  Great  Britain. 

'(c)  Steps  leading  to  the  Constitution:  Stamp  Act  Con¬ 
gress;  First  Continental  Congress;  the  Declaration 
of  Independence. 

‘(d)  The  Articles  of  Confederation :  difficulties  of  canydng 
©n  the  Revolution;  the  Articles  of  Confederation; 
principal  features  of  the  Articles;  defects  of  the 
Articles  of  Confederation;  useful  fimctions  per¬ 
formed  by  the  Articles ;  state  of  the  countrv^  at  the 
end  of  the  war. 

<e)  Formation  of  the  Constitution:  Constitutional  Con¬ 
vention  ;  different  plans  submitted ;  most  important 
compromise  effected;  the  Constitution  adopted* 
leading  members. 

Books  for  Pupils 

SouiXieBook  of  American  History,  Hart. 

The  Men  Who  Made  the  Nation,  Sparks. 

Four  American  Patriots,  Burton. 

Among  the  Law  Makers. 


History  and  Civics 


207 


Books  for  Teachers 

The  Critical  Period,  Fiske. 

Formation  of  the  Union,  Chap.  5,  Hart, 

History  of  the  United  States,  Elson. 

History  of  People  of  United  States,  Vol.  I,  McMaster,. 

The  Confederation  and  the  Constitution,"^  McLaughlin^ 

16.  Establishment  of  the  New  Government. 

(a)  Domestic  affairs:  difficulties  confronting  the  new 

government ;  political  parties ;  finances ;  Whisky 
Rebellion;  organization  of  new  territory. 

(b)  Foreign  complications:  Washington’s  attitude;  early 

difficulties  with  England ;  France  seeks  an  alliance ; 
the  Genet  affair;  trouble  with  France;  “Second 
War  for  Independence;”  the  Monroe  Doctrine. 

(c)  Growth  .'and  Development :  promotion  of  industries ; 

development  of  the  nation;  Louisiana  Purchase; 
development  of  democratic  ideas;  New  West;, 
education. 

Books  for  Pupils 

Side  Lights  on  American  History,  Elson. 

Expansion  of  the  American  People,  Sparks. 

How  Our  Grandfathers  Lived,  Hart  df  Chapman. 

Hero  Tales  from  American  History,  Roosevelt  ^  Lodge^ 
Source  Book,  p.  268-281,  Hart. 

Life  of  Jackson,  Brown. 

Men  Who  Made  the  Nation,  Sparks. 

Twelve  Naval  Captains,  Seawell. 

Books  for  Teachers 

The  Presidents  of  the  United  States,  Wilson. 

Formation  of  the  Union,  Hart. 

Naval  War  of  1812,  Roosevelt. 

Winning  of  the  West,  Roosevelt. 


208 


Vermont  Course  of  Study 


Poetry  and  Fiction 

The  Star  Spangled  Banner,  Key. 

Old  Ironsides,  Holmes. 

The  Crossing,  Churchill. 

Hoosier  Schoolmaster,  Eggleston. 

Heroes  of  Lake  Erie,  Barnes. 

Loyal  Traitor,  Barnes. 

EIGHTH  YEAR 
1.  The  Slavery  Problem. 

(a)  Opposing  forces:  increase  of  cotton-growing  and 

resulting  demand  for  more  slave  territoiy^;  in¬ 
crease  of  manufactures  and  resulting  protective 
tariff ;  balancing  of  free  and  slave  states ;  Maine  and 
Missouri;  the  Missouri  Compromise. 

(b)  The  abolitionists — slaveiy^,  a  moral  issue:  Harrison 

and  Lovejoy. 

(c)  Desire  of  slaveholders  for  extension  of  slave  territory ; 

annexation  of  Texas;  Oregon;  Mexican  War; 
causes  and  results ;  discovery  of  gold  in  California ; 
compromise  of  1850. 

Map  of  the  United  States  showing  in  different  colors  the 
following  original  states;  Northwest  Territory;  Louisiana  Pur¬ 
chase;  Florida  Purchase;  Texas;  Oregon  countiy^;  Mexican 
cessions. 

T 0  the  T eacher : 

As  slavery  was  economically  unprofitable  in  the  North,  it 
died  out  there  early  in  the  nineteenth  century^  and  the  northern 
people  then  regarded  it  purely  as  a  moral  question.  The  South 
considered  it  as  an  economic  matter,  apart  from  ethics,  and  the 
basis  of  their  social  structure.  Note  that  the  cotton  gin  made 
slavery  profitable  in  the  South  and  thus  in  a  sense  made  the  Civil 
War  more  probable. 

Books  for  Pupils 

Source  Book  of  Am.erican  Histoiy^,  Hart. 

Side  Lights  on  American  Histoiy,  El  son. 


History  and  Civics 


209 


Books  for  Teachers 
Division  and  Reunion,  Wilson. 

4 

Poetry  and  Fiction 

To  J.  Q.  Adams,  Whittier,  Elizabeth. 

To  W.  L.  Garrison,  Lowell. 

Massachusetts  to  Virginia,  Whittier. 

The  Oregon  Trail,  Parkman. 

T he  Civil  W ar. 

(a)  Causes  of  the  ill  feeling  between  the  North  and  the 

South:  the  Dred  Scott  Decision;  enforcing  the 
Fugitive  Slave  Law  of  1850;  the  war  in  Kansas; 
Uncle  Tom' s  Cabin;  ]ohnProYjn's>  Raid;  Lincoln- 
Douglas  Debate;  election  of  Lincoln. 

(b)  Comparison  of  North  and  South  at  beginning  of  war: 

area,  population,  wealth,  natural  and  industrial 
resources,  relations  with  foreign  coim tries,  war 
strength,  means  of  transportation,  devotion  of  the 
people. 

(c)  Important  offensive  plans  of  the  North:  “On  to 

Richmond ;  ”  the  ‘  ‘anaconda  plan.  ” 

(d)  Important  defensive  plans  of  South:  fortification  of 

Mississippi  and  of  southern  ports,  offensive  drives 
into  Northern  territory,  etc. 

Method  of  securing  and  distributing  munitions  and 
supplies  in  the  North  and  in  the  South  indicating 
advantages  and  disadvantages 

(e)  Stages  in  the  progress  of  the  great  conflict, — Battle 

of  Bull  Run;  the  fight  between  the  Monitor  and 
Merrimac;  capture  of  New  Orleans  and  Vicksburg; 
Emancipation  Proclamation;  turning  point  of  the 
war — Gettysburg;  Sherman’s  March  to  the  Sea; 
Lee’s  final  surrender. 

(f)  Contributions  made  to  the  northern  cause  by  such 

men  as  Lincoln,  Grant,  Seward,  Sheridan,  Mc¬ 
Clellan,  Farragut,  Meade,  etc.;  to  the  southern 


210 


Vermont  Course  of  Study 


cause  by  such  men  as  Lee,  Davis,  the  Johnstons, 
Jackson,  Early,  etc. 

(g)  Results  of  the  conflict  upon  the  immediate  progress 
ot  the  South;  industries,  economic  condition, 
reconstruction;  results  upon  the  nation  as  a  whole. 
Problem:  How  the  country  was  benefited  by  forcing  the 
South  back  into  the  Union? 

Books  for  Pupils 

The  Boys’  Life  of  Abraham  Lincoln,  Nicolay. 

'  A  Life  of  Lincoln,  Tarhell. 

Recollections  of  President  Lincoln,  Chittenden. 

Memoirs,  Grant. 

Life  of  Grant,  Wister. 

David  Farragut,  Barnes. 

Lincoln’s  First  Inaugural. 

Gettysburg  Address,  Lincoln. 

Emancipation  Proclamation,  Lincoln. 

Life  of  Lincoln  for  Boys  and  Girls,  Moore. 

Poetry  and  Fiction 

Uncle  Tom’s  Cabin,  Stowe.. 

The  Perfect  Tribute,  Andrews. 

The  Toy  Shop,  Gerry. 

Hospital  Sketches,  Alcott. 

He  Knew  Lincoln,  Tarhell. 

The  Great  Commoner,  M arkh  'am. 

The  Blue  and  the  Gray,  Finch. 

The  Battle  Hymn  of  Republic,  Howe. 

Sheridan’s  Ride,  Read. 

A  Fool’s  Errand,  Tour  gee. 

Bricks  Without  Straw,  TourgeA 
The  Crisis,  Churchill. 

Red  Rock,  Page. 


History  and  Civics 


211 


Books  for  Teachers 

History  of  United  States,  Rhodes. 

Division  and  Reunion,  Wilson. 

The  Life  of  Henry  Clay,  Schurz. 

Battles  and  Leaders  of  the  Civil  War,  Century  Co. 

3.  Reconstruction  the  U nion. 

Questions  raised  by  the  victory  of  the  North:  status  of 
seceding  states ;  social,  political,  economic  status  of  negro ; 

Attempts  at  solution  of  these  questions  by  the  President, 
by  Congress,  legal  questions;  thirteenth,  fourteenth  and 
fifteenth  amendments;  carpetbaggers,  scalawags  and 
Ku  Klux. 

Relations  with  foreign  countries:  France — Napoleon  Ill’s  - 
attitude  during  war,  interference  in  Mexico,  Monroe 
Doctrine  enforced;  England’s  attitude  during  war; 
American  claims  for  breaches  of  neutrality,  arbitration ; 
Russia,  relations  during  war,  purchase  of  Alaska;  im¬ 
migration,  question  of  naturalization,  etc. 

• 

Books  for  Teachers 

History  of  United  States,  Rhodes. 

American  Presidents,  Moran. , 

Household  History  of  the  United  States,  Eggleston. 

See  list  preceding  for  novels  which  deal  with  life  in  the  South 
during  Reconstruction  Days. 

4.  The  New  Union. 

(a)  Steps  of  progress:  the  Atlantic  Cable;  the  first  trans¬ 

continental  railway;  growth  of  the  West;  the 
Homestead  Act;  cattle  and  sheep  ranches;  ir¬ 
rigation  ;  manufacturing  in  the  South ;  education  of 
the  negro ;  growth  of  cities ;  the  telephone ;  electric 
traction. 

(b)  The  assassination  of  Garfield  and  civil  service  reform. 

(c)  War  with  Spain  and  island  possessions;  Dewey  at 

Manila;  Sampson  and  Schley  at  Santiago;  Roose¬ 
velt  and  the  Rough  Riders;  the  treaty  of  peace; 
territorial  additions. 


212 


Vermont  Course  or  Study 


Books  for  Pupils 

The  War  with  Spain,  Brooks. 

Side  Lights  in  American  History,  Elson. 

Expansion,  Strong. 

From  Isolation  to  Leadership,  LaianL 

Books  for  Teachers 

America  as  a  World  Power,  Laiane. 

History  of  United  States,  Bassett. 

Rescue  of  Cuba,  Draper. 

5.  Leaders  in  Literature,  Science,  Philanthropy. 

(a)  Ir\dng,  Cooper,  Hawthorne,  Longfellow,  Lowell, 

Whittier,  Bryant,  Greeley. 

(b)  Morse,  Fulton,  McCormick,  Howe,  Ericsson,  Field, 

Eads,  Bell,  Edison. 

(c)  Peter  Cooper,  Riis,  Carnegie. 

6.  The  United  States  in  the  20th  Century. 

1.  A  World  Power  (Review  steps  leading  to  the  Spanish- 
American  War). 

(a)  Steps:  America  in  the  Pacific  (Samoa,  Hawaii, 

Panama  canal  question);  Pan-American  Congress; 
Venezuela  botmdary  dispute  and  new  application 
of  Monroe  Doctrine. 

(b)  Spanish-American  War  and  its  far-reaching  results: 

acquisition  of  Philippines,  Porto  Rico.  Guam, 
protectorate  of  Cuba;  problems  of  governing  the 
new  possessions,  and  present  conditions  in  the 
colonies. 

(c)  Our  far-eastern  relations:  Boxer  rebellion;  John  Hay 

and  the  “open  door”  policy;  mediation  in  Russo- 
Japanese  War;  relations  with  Japan;  interna¬ 
tional  congresses;  California’s  laws  against  the 
Japanese. 

(d)  International  peace  conferences;  Hague  Tribunal. 


/ 


History  and  Civics  213 

(e)  Panama  Canal :  cession  of  canal  zone  to  United  States. 
Construction  of  canal;  work  of  Goethals,  its  im¬ 
portance  to  the  United  States  and  to  the  world; 

^  made  necessary  the  purchase  of  Danish  West  Indies 

(Virgin  Islands). 

2.  International  Affairs. 

(a)  Roosevelt’s  administration:  circumstances  of  his  ac¬ 

cession;  the  Roosevelt  policies;  laws  regulating 
trusts;  conservation  of  natural  resources;  re¬ 
clamation  of  land  and  preservation  of  forests; 
irrigation  and  waterways  projects;  growth  of 
political  equality. 

(b)  Taft’s  Administration:  public  service  projects;  postal 

savings  bank  and  parcel  post;  16th  and  17th 
amendments;  controversies  over  tariff,  Canadian 
reciprocity;  the  ‘  ‘Progressives.  ” 

(c)  Wilson’s  administration:  tariff  revision;  reform  of 

banking  and  currency  system ;  social  reforms ;  con¬ 
servation  of  human  life;  labor  organizations  and 
problems;  18th  and  19th  amendments. 

3.  The  Mexican  Problem. 

Rule  of  Diaz;  state  of  revolution  under  Huerta,  Carranza, 
Villa;  policy  of  United  States;  American  expedition  led' 
by  Pershing;  non-interference  policy  of  Wilson. 

Books  for  Teachers 

Panama  and  the  Canal,  Hall  6*  Chester. 

America  as  A  World  Power,  Latan'e. 

From  Isolation  to  Leadership,  LatanL  ' 

Any  standard  textbooks  containing  material  dealing  with 
recent  events. 

7.  The  United  States  and  the  World^War. 

(a)  Causes  of  the  European  strife:  immediate  and  under¬ 
lying;  struggle  between  autocracy  and  democracy. 
(Map  of  Germany  showing  size  and  position  of 
Prussia) . 


I 


214 


Vermont  Course  of  Study 


(b)  America’s  effort  to  maintain  neutrality :  British  inter¬ 

ference  with  American  trade  and  mails;  submarine 
tragedies;  the  spy  system;  Wilson  notes:  the 
Zimmerman  note. 

(c)  America’s  participation  in  the  war:  causes  for  en¬ 

trance;  our  domestic  war  problems;  mobilization; 
regulation  of  transportation  and  communication; 
food  and  fuel  control;  the  pacifists;  war  finances; 
work  of  voluntary  organizations;  the  great  allied 
victories  of  1918;  the  armistice;  peace  negotiations; 
League  of  Nations. 

(d)  Problems  of  the  new  reconstruction :  transportation — 

railroads  and  merchant  marines;  industrial  con¬ 
ditions,  military  training;  restriction  of  immigra¬ 
tion,  relations  with  England,  etc. 

Books  for  Pupils 
Current  magazines. 

The  World  War  and  What  Was  Behind  It,  Benezet,  Scott, 
Foresman  Co. 

Short  History  of  the  Great  War,  McKinley,  Coulomb,  Ger- 
s'on,  American  Book  Co. 

Flag  Day  Address,  Woodrow  Wilson. 

War  Message  of  April  2,  1917,  Wilson. 

*History  of  American  People,  Beard  df  Bagley,  Macmillan  Co. 
*Elementary  American  History  and  Government,  Wood- 
burn  Moran,  Longmans  Green  Co. 

*The  Making  of  Our  Country,  Burnham,  Winston  Co.' 

Books  for  Teachers 
Why  We  Are  At  War,  Wilson. 

Collected  Materials  For  the  Study  of  the  War,  McKinley 
Publishing  Co. 

Roots  of  the  War,  Davis. 


^Recommended  as  basal  textbooks. 


History  and  Civics 


215 


My  German  Correspondence,  Johnson. 

Modern  European  History,  Chap.  3S,  Hazen, 

America  at  War,  Hart. 

War  Cyclopedia,  published  by  the  Committee  on  Public 
Information,  Washington,  D.  C. 

The  War  Book,  Hill  and  Avery. 


216 


Vermont  Course  of  Study 


XL  PHYSIOLOGY  AND  HYGIENE 

Purpose  of  Teaching  Hygiene  in  Grades  I  to  VIII 

Hygiene  should  be  taught  throughout  the  grades  in  order 
that  each  child,  while  he  is  growing,  may  attain  by  definite 
methods  and  concrete  aims  the  “ideal  of  keeping  fit”  which 
shall  make  him  of  the  greatest  possible  value  to  himself  and  to 
the  society  in  which  he  lives. 

The  story  of  the  boyhood  and  young  manhood  of  Theodore 
Roosevelt  shows  how  one  boy  with  the  help  of  his  father  set  a 
standard  of  vigorous  manhood  for  himself,  made  plans  for  im¬ 
proving  his  health  and  strength  in  order  to  attain  his  ideal,  and 
carried  them  out  even  though  the  project  involved  many  years 
of  the  hardest  kind  of  mental  and  physical  work. 

This  story  should  be  told  in  some  detail  to  children  in  order 
to  help  them  establish  a  similar  ideal  for  themselves.  Moreover 
the  story  is  full  of  suggestion  and  stimulation  for  the  teacher  in 
regulating  her  personal  life.  It  will,  also,  offer  many  suggestions 
about  ways  to  present  the  subject  of  both  mental  and  physical 
hygiene  to  live  boys  and  girls.  It  is  urged  that  Roosevelt’s  life 
be  studied  from  this  point  of  view  as  a  beginning  of  the  work  in 
hygiene  in  each  grade.  The  story  may  be  told  in  a  way  that  will 
appeal  to  the  grade  in  which  it  is  being  used. 

Remarks  About  Method. 

Any  teacher  who  is  really  interested  in  helping  her  pupils 
live  up  to  the  best  ideals  for  successful  living  must  base  her 
methods  on  sound  fundamental  principles. 

1.  Successful  living  depends  on  acquiring  habits  that  will 

make  life  successful. 

2.  Teaching  hygiene  is  largely  a  matter  of  making  pupils 

choose  right  habits  and  of  seeing  that  they  cultivate 

these  habits. 

3.  A  habit  must  be  formed  by  the  following  method, — 

first,  be  interested  in  the  reason  for  getting  the  habit. 

Second,  perform  the  act  successfully  a  few  times. 


Physiology  and  Hygiene 


217 


Third,  repeat  the  act  many,  many  times  without 
allowing  interruption  in  the  repetition.  Fourth, 
realize  a  feeling  of  pleasure  or  satisfaction  each  of 
the  first  few  times  the  act  is  performed. 

4.  Instruction  in  facts  about  physiology  and  hygiene  are 

important  but  only  as  a  means  to  the  end.  The  im¬ 
portant  thing  is  to  translate  knowledge  of  what  is 
good  to  do  into  actio  i,  then  habit,  and  finally  into 
physical  and  mental  character. 

5.  Therefore  larger  provision  must  be  made  for  incentives, 

for  getting  habits  and  for  inspections  of  results  than 
for  talking  about  what  should  be  done. 

6.  The  human  mind  and  body  are  so  intricately  connected 

,  and  so  delicately  constituted  that  it  is  often  wise 

not  to  make  a  person  conscious  of  the  method  by 
which  he  is  to  accomplish  an  aim.  But  the  teacher 
must  know  how  to  surround  the  pupil  with  right 
conditions  so  that  he  will  be  helped  by  the  very 
circumstances  to  acquire  desirable  habits. 

7.  It  is  vastly  more  effective  to  fill  a  child’s  mind  with 

strong,  joyous,  healthful  forms  of  activity  than  to 
'  keep  him  from  doing  bad  or  questionable  things. 
It  is  just  as  dangerous  to  allow  his  time  spent  in  the 
schoolroom,  on  the  school  grounds,  or  at  home  to 
pass  unfilled  with  good  activities  and  thoughts  as 
it  is  helpful  to  keep  the  good  before  him. 

8.  Always  maintain  a  positive  atmosphere.  Be  positive 

in  your  suggestions  and  full  of  faith  in  the  accomplish¬ 
ment  of  the  best  for  and  in  your  pupils. 

9.  “Ever>'  act  a  person  performs  helps  either  to  make  or 

break  a  habit.  ” 

Responsibility  of  the  School  for  Health 

/ 

Intelligent  education  of  the  pupils  in  a  school  for  healthful 
living  cannot  be  undertaken  by  a  teacher  unless  she  knows  in 
what  condition  each  pupil  is  wTen  he  comes  to  her.  Some  record 
should  be  m.ade  of  the  condition  of  each  pupil  at  the  begin  ling 


218 


Vermont  Course  of  Study 


of  each  year  of  his  school  life.  The  best  way  would  be  to  have 
the  school  physician  make  this  examination,  record  the  results 
of  the  examination  on  a  card,  leaving  spaces  for  what  the  teacher 
wishes  to  add  from  her  own  observations.  In  many  places 
medical  inspection  seems,  at  present,  to  be  an  impossibility. 
This  can  be  no  excuse  for  a  teacher  neglecting  that  part  of  the 
inspection  which  she  can  do  herself. 

If  teachers  give  their  attention  to  constructive  methods  for 
improving  the  children’s  condition,  the  pupils  will  make  much 
greater  progress  mentally  as  well  as  physically.  At  the  end  of 
each  term  a  teacher  ought  to  test  the  work  she  has  done  by 
noticing  the  development  of  the  pupils  (physical  as  well  as 
mental) .  If  there  is  not  marked  improvement  along  some  lines 
she  should  realize  that  conditions  of  work  should  be  changed  for 
the  pupil. 


Sanitation  in  the  School  Plant 

Any  establishment  used  by  several  persons  tends  to  become 
untidy  and  unhealthy  unless  an  effort  is  made  to  keep  every¬ 
thing  in  good  condition.  It  is  the  teacher’s  responsibility  to  see 
that  the  buildings  and  grounds  are  in  hygienic  condition  and  that 
all  parts  are  kept  in  such  order  that  the  pupils  feel  inspired  to 
live  up  to  high  ideals. 

This  will  be  accomplished  largely  through  regular  daily  in¬ 
spection  of  each  part  of  the  plant.  The  fact  that  every  part  is 
visited  frequently  by  the  teacher  helps  everyone  to  realize  that 
her  standards  are  to  be  maintained.  If  there  has  been  anv 
wrong  doing  in  the  use  of  any  part  of  the  building  it  is  easily 
detected  and  corrected. 

Laxness  on  the  part  of  teacher  in  having  things  put  in  proper 
places  and  having  rubbish  and  dust  removed  reflects  very  quickl}^ 
on  the  tone  of  the  school.  Getting  used  to  slipshod  habits  in 
these  matters  usually  results  in  such  general  carelessness  and  low 
standards  that  health  and  health  ideals  are  seriously  menaced. 

A  good  guide  for  carrying  out  these  ideals  is  ‘  ‘Health  Educa¬ 
tion  in  Rural  Schools”  by  J.  Mace  Andress,  published  by  Hough¬ 
ton  Mifflin  Co. 


N 


Physiology  and  Hygiene 


219 


GRADE  I 

Since  habit  forming  consists  largely  of  repeating  an  act 
successfully  and  without  interruption  innumerable  times,  in¬ 
struction  and  talking  about  what  is  expected  is  relatively  unim¬ 
portant  after  a  good  start  in  forming  a  certain  habit  is  made. 

The  good  start  consists  chiefly  in  enlisting  the  pupils’  in¬ 
terest  in  a  concrete  aim  the  value  of  which  they  can  plainly  see. 

When  a  child  comes  into  a  group  as  large  as  he  finds  in  the 
school  he  has  to  learn  new  facts  and  cultivate  new  habits  that 
will  make  it  possible  to  live  without  injuring  others  or  being 
injured  by  them.  It  is  mainly  through  different  types  of  clean¬ 
liness  that  this  result  is  obtained.  He  must  be  careful  not  to  soil 
his  books  because  in  that  way  harm  will  come  to  others.  He 
must  not  use  another’s  drinking  cup  for  he  may  receive  harm 
in  that  way.  Children  throughout  their  school  life  must  be  re¬ 
quired  to  follow  these  rules  but  the  first  grade  children  must  be 
taught  the  necessity  of  cultivating  habits  and  the  teacher  must 
constantly  be  thoughtful  about  seeing  that  the  children  do 
cultivate  them. 

Rules 

1.  Come  to  sehool  in  the  morning  with  clean  faces  and 
hands  and  clean  finger  nails. 

2.  Always  wash  hands  after  going  to  the  toilet. 

3.  Always  wash  hands  before  every  meal. 

4.  Use  your  own  private  towel  and  never  one  used  by  any¬ 
one  else. 

5.  Have  a  clean  handkerchief. 

6.  Put  your  handkerchief  before  your  face  when  coughing 
or  sneezing. 

7.  Never  spit  in  public  places. 

8.  Never  put  fingers  in  mouth,  nose  or  eyes. 

9.  Never  put  books  or  pencils  in  the  mouth,  nor  spit  on 
fingers  when  turning  the  leaves  of  a  book. 

10.  Have  teeth  cleaned  at  night  and  before  coming  to 
school  in  the  morning. 

11.  Have  individual  drinking  cup  and  never  drink  from 
any  other  person’s. 


220 


Vermont  Course  of  Study 


I.  A  general  survey  of  the  health  of  each  child  should  be 
made  when  he  enters  the  grade.  Such  questions  may  be  an¬ 
swered  as  the  following:  (taken  from  “Health  Education  in 
Rural  Schools”). 

Has  he  ever  had  a  serious  sickness? 

Is  he  well  and  strong  now? 

Has  he  been  to  a  dentist  within  a  year? 

Does  he  have  trouble  with  headache  ? 

Can  he  read  writing  on  blackboard  from  seat? 

Does  the  print  in  the  book  seem  to  run  together  or  look 
dim? 

Do  his  eyes  hurt  after  reading  a  good  while? 

Does  he  often  have  earache? 

Can  he  always  hear  the  teacher? 

At  what  time  does  he  usually  go  to  bed? 

Does  he  bathe  at  least  once  a  week? 

Has  he  been  vaccinated? 

It  may  seem  wise  to  find  out  some  of  these  facts  without 
asking  the  pupil  directly. 

II.  A  teacher  should  realize  that  little  children  suffer  from 
keeping  still  in  one  position.  Activity  rests  them.  They  must 
be  active  frequently  or  become  over  fatigued. 

III.  Bad  sitting  or  standing  positions  should  be  corrected 
by  having  the  child  change  to  more  active  work.  If  they  are 
allowed  to  remain  in  such  positions  and  forced  to  keep  still,  very 
bad  positions  will  become  habitual.  ' 

IV.  Little  children  are  likely  to  hold  books  too  near  their 
eyes.  The  teacher  should  continually  try  to  have  the  book  held 
at  the  proper  distance,  about  fourteen  inches,  each  time  reading 
is  done.  Similarly  children  should  stand  at  a  proper  distance 
from  the  blackboard. 

V.  All  books  provided  for  children  should  have  large  black 
print  on  good  paper.  Writing  on  the  blackboard  should  be 
plain,  properly  spaced  on  clean  boards. 

VI.  Pupils  should  never  read  from  or  write  on  paper  on 
which  the  sun  is  shining  directly. 

VII.  Grave  danger  to  the  health  of  individual  children  and 
of  their  associates  arises  from  misuse  of  toilets.  Children’s 


Physiology  and  Hygiene 


221 


habits  with  regard  to  this  are  usually  acquired  before  coming  to 
school,  but  a  teacher  can  do  much  in  helping  form  acceptable 
habits  if  she  gives  attention  to  their  practices  when  they  first 
come  to  school.  Careful  supervision  should  be  given  whenever 
the  toilets  are  used  by  the  beginners.  If  instruction  or  cor¬ 
rection  is  needed  in  any  case  it  can  be  given  quietly  to  the  child 
who  needs  it. 

When  little  children  begin  their  school  life  they  should  be 
accompanied  by  the  teacher  the  first  few  times  they  visit  the 
toilet  in  order  that  they  may  understand  what  is  the  accepted 
conduct.  Even  well  brought  up  children  become  careless  and 
lose  their  refinement  in  these  mxatters  if  left  without  any  evi- 
-  dence  that  the  teacher  and  the  other  children  desire  the  best 
conduct  of  which  they  are  capable.  It  is  most  desirable  that 
privacy  and  personal  tidiness  be  demanded  of  each  boy  or  girl. 
This  cannot  be  had  if  children  play  in  and  loiter  about  the 
toilets.  It  must  be  well  understood  and  enforced,  that  they  are 
not  to  be  used  for  play  and  that  only  one  child  at  a  time  is  ex¬ 
pected  to  enter  the  toilet. 

In  can  be  seen  that  the  work  of  the  first  grade  teacher  must  be 
largely  indirect  but  it  is  the  rhore  necessary  that  the  teacher  have 
it  in  mind  all  the  time  instead  of  at  certain  periods.  In  upper 
grades  the  pupils  are  able  to  assume  a  good  deal  of  the  responsi¬ 
bility  for  training  themselves  in  good  habits,  but  in  the  first  grade 

the  teacher  must  be  watchful  and  responsible. 

/ 

,  GRADE  II. 

In  the  second  grade  all  health  rules  already  emphasized 
should  be  observed.  Some  form  of  inspection  or  supervision  b}^ 
the  teacher  will  be  necessary  if  the  ideals  are  to  be  kept  alive  in 
the  children’s  minds. 

The  new  subject  for  emphasis  consists  of  rules  that  must  be 
observed  in  order  to  make  strong,  efficient,  happy  individuals. 

In  order  that  children  shall  see  that  it  is  worth  while  to  train 
themselves  to  have  these  habits,  standard  boys  and  girls  in 
height,  weight,  and  other  things  should  be  showm  in  an  attractive 
way  to  them.  Then  early  in  the  year  they  should  be  weighed. 


Vermont  Course  of  Study 


999 


measured  and  tested  in  any  ways  that  are  possible,  to  see  what 
they  need  to  do  in  order  to  come  up  to  the  standards. 

The  teacher  may  next  explain  how  important  the  nation 
finds  it  to  have  strong,  healthy,  happy  men  and  women  and  that 
the  surest  way  to  become  a  strong  man  or  woman  is  to  be  a 
healthy  boy  or  girl. 

A  simple  score  card  may  be  prepared  for  each  child  on  which 
requirements  for  health  are  listed  and  the  child  may  be  given 
points  for  his  success  in  fulfilling  each  requirement. 

Daily  score  card: 

1.  Did  you  sleep  with  your  window  open  last  night? 

2.  Did  you  eat  your  brealcfast  this  morning? 

3.  Did  you  brush  your  teeth  before  coming  to  school? 

4.  Did  you  wash  your  hands  and  clean  your  finger 

nails  before  coming  to  school? 

\ 

5.  Did  you  bring  a  clean  handkerchief? 

Each  above  will  count  for  two  points. 

A  second  score  card  may  be  won  at  the  end  of  each  month, 
or  if  the  teacher  thinks  wiser  at  longer  intervals. 

1.  Have  you  gained  an  ifich  in  height  in  the  past  half 

year?  25  points. 

2.  Is  your  weight  correct  for  your  height?  25  points. 

3.  Are  the  marks  on  your  report  card  good  enough  to 

be  proud  of?  25  points. 

4.  Have  you  won  any  kind  of  a  play  contest — as 

running,  jumping,  ball'  playing,  etc.,  in  which 
boys  or  girls  of  your  own  weight  took  part?  25 
points. 

After  he  has  learned  what  he  needs  to  do  in  order 'to  be  up  to 
the  requirements  in  every  particular  it  will  be  possible  to  ex¬ 
plain,  in  a  true  but  simple  way,  how  the  body  works  in  helping 
a  child  to  grow  strong  and  healthy.  For  instance  a  talk  might 
be  given  to  help  a  child  to  understand  why  going  to  bed  early 
would  help  him  come  up  to  standard  in  height,  weight,  and 
mental  work  in  school. 


Physiology  and  Hygiene 


223 


GRADE  III 

The  third  grade  children  should  continue  to  live  up  to  the 
standards  mentioned  under  grades  I  and  11. 

New  work  for  the  third  grade  is  to  consist  of  more  responsi¬ 
bility  taken  by  the  individual  for  his  own  hygiene  and  of  prac¬ 
tising  the  more  complicated  kinds  of  cleanliness. 

The  pupils  of  this  grade  could  well  use  a  score  card  like  the 
one  planned  for  the  second  grade — or  like  the  one  sent  out  by  the 
Modem  Health  Crusade.  It  is  strongly  urged  that  the  work 
of  the  third  grade  consist  largely  of  belonging  to  that  organiza¬ 
tion  and  working  intelligently  along  the  lines  suggested  by  it. 

Since  there  should  be  emphasis  on  the  effect  of  personal 
cleanliness  on  other  people  as  well  as  on  the  individual,  the  first 
work  of  the  year  naturally  arises  from  the  practice  of  good  house¬ 
keeping  in  the  schoolroom. 

I.  What  kind  of  room  do  we  need  in  which  we  are  to  do 
good  work  ? 

1.  Orderly,  clean,  with  good  light  and  fresh  air. 

2.  Why  are  these  characteristics  desirable? 

3.  How  can  we  secure  them? 

II.  Committees  to  care  for  room  and  inspectors  to  see  that 
everything  is  as  it  should  be. 

It  will  be  seen  from  this  work  that  each  individual  must  care 
,  for  himself  properly  or  the  whole  school  will  suffer.  Therefore 
the  next  study  may  well  be  how  to  take  care  of  one’s  self. 

Taking  Care  of  One’s  ^elf 

I.  Keep  clean. 

1.  Why  keep  clean? 

Body  needs  air  through  skin.  Pores  must 
be  kept  open. 

2.  How  keep  clean. 

Wash  to  keep  clean.  How,  When? 

Clothes  must  be  clean.  How? 

3.  Harm  that  comes  from  dirt;  germs,  pores  clogged, 

appearance. 

4.  Keeping  teeth  clean — Why,  how,  when? 


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Vermont  Course  of  Study 


5.  Keeping  euts  and  scratches  clean. 

11.  Get  good  habits. 

1.  Wash  before  meals. 

2.  Clean  teeth  twice  daily. 

3.  Go  to  bed  early,  get  up  early. 

4.  Drink  water  between  meals. 

5.  Let  light  eome  over  left  shoulder  when  reading, 

writing  or  sewing. 

6.  Stand  and  sit  correctly. 

7.  Go  to  toilet  once  a  day  before  or  after  breakfast 

''  or  before  going  to  bed. 

8.  When  you  feel  cross,  think  of  something  pleasant 

to  do. 

Various  forms  of  score  cards,  reports,  and  inspection  may  be 
used  during  the  year  so  the  children  may  realize  the  value  of 
actually  accomplishing  results  aimed  at  and  learn  to  acquire 
responsibility  for  them. 

GRADES  FOUR,  FIVE  AND  SIX 

General  Topic  for  Study  for  These  Three  Grades — Personal  Fit¬ 
ness. 

Individual  responsibility  in  keeping  fit. 

1.  General  instruction  in  keeping  fit  and  in  health  habits. 

2.  Standard  of  fitness. 

How  to  live  to  come  up  to  tests. 

I.  Sleep  and  nerves — organs  of  sense. 

II.  Fresh  air  and  exercises — bones  and 
muscle. 

III.  Food  and  digestion — teeth. 

IV.  Proper  medicines  for  growing  people. 

V.  Avoid  colds  and  exposure  to  disease. 

3.  Standard  or  “fit  ”  boys  and  girls  are  tall  enough,  heavy 

enough,  eat,  breathe  and  sleep  well,  run,  play, 
work  and  think  well,  and  keep  healthy. 

What  can  I  do  to  make  my  body  like  that  of  a  standard  child  ? 

1.  Copy  on  a  card  the  following  chores. 

2.  Try  very  hard  to  do  each  chore  ever}^  day. 


Physiology  and  Hygiene 


225 


3.  Mark  the  chore  thus*  each  day  you  have  done  these 
chores. 

The  child  who  does  these  chores  regularly  for  four  weeks  wilt 
not  want  to  go  back  to  the  old  way. 

Card  (copied  from  the  Modem  Health  Cmsader  of  Vermont,. 
September  16,  1919). 

1.  I  wash  my  hands  before  each  meal. 

2.  I  washed  not  only  my  face  but  my  ears  and  neck,  and  I 
cleaned  my  finger  nails  today. 

3.  I  tried  to  keep  fingers,  pencils,  and  everything  that  might 
be  unclean  out  of  my  mouth  and  nose. 

4.  I  drank  a  glass  of  water  before  each  meal  and  before 
going  to  bed.  I  drank  no  tea,  coffee,  or  other  injurious  drinks 
today. 

5.  I  brushed  my  teeth  thoroughly  in  the  morning  and  in  the 
evening  today. 

6.  I  took  ten  or  more  slow,  deep  breaths  of  fresh  air  today* 

7.  I  played  out  of  doors  or  with  windows  open  more  than 
thirty  minutes  today. 

*8.  I  was  in  bed  ten  hours  or  more  last  night  and  kept  my 
window  open. 

9.  I  tried  to  sit  and  stand  up  straight,  to  eat  slowly,  and 
to  attend  to  toilet  and  each  need  at  regular  time. 

JO.  I  tried  to  keep  neat  and  cheerful  constantly  and  to  be 
helpful  to  others. 

11.  I  took  a  full  bath  on  each  day  of  the  week  that  is 
checked. 

Total  number  of  chores  done  each  day - . 

The  teacher  should  secure  and  keep  in  the  room  a  height  and 
weight  chart.  Children  should  be  weighed  three  times  during 
the  year,  and  their  records  be  kept.  Advice  should  be  given  in 
needy  cases. 


*Boys  and  girls  thirteen  years  of  age  may  change  the  ten  to  nine  hours 
of  sleep.  Those  under  nine  should  sleep  eleven  hours. 

Note; — (For  information  about  “The  Modern  Health  Crusaders*  of 
Vermont  write  to 

The  Director  of  the  Health  Crusade, 

The  Vermont  Headquarters, 

Burlington,  Vermont.) 


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Vermont  Course  of  Study 


Talks  by  the  teacher  on  health  topics,  followed  up  by  ap¬ 
propriate  discussions  and  exercises.  Topics  should  include  body 
building,  nervous  system,  food,  fresh  air,  rest,  sleep,  nature  and 
care  of’ sense  organs  (eye,  ear,  nose,  mouth  and  throat,  skin), 
development  of  health  and  of  physical  powers. 

Talks  by  the  teacher  and  studies  by  pupils. 

1.  J^uilding  up  the  body  in  different  parts  and  ways. 

2.  Examples  of  vigorous  persons  with  good  well  trained 

nervous  systems. 

3.  Parts  of  nervous  system — brain,  spinal  cord,  nerces, 

sense  organs. 

4.  Value  of  good  food,  fresh  air  and  rest  for  nerv^ous  system. 

5.  Fresh  and  impure  air — effects. 

6.  vSleep — number  of  hours  needed,  kind  and  care  of  bed, 

correct  sleeping  position,  hours  for  retiring  and  rising, 
open  windows. 

7.  Sense  organs — their  special  work,  use,  proper  care  and 

training.  (Both  physiology  and  rules  for  care). 

5.  (a.)  The  eye.^ — use  of  books,  proper  lighting,  avoid 

strain. 

(b.)  The  ear — cleanliness,  protection,  effect  of 
colds. 

(c.)  The  nose — cleanliness,  avoid  colds. 

(d.)  The  mouth — taste,  work  in  chewing,  care  of 
teeth,  diseases  of  mouth  and  throat  to  avoid 
•  ■  and  how  treated,  infections. 

(e.)  The  skin — care,  feeling,  cleanliness,  protection, 

cuts. 

S.  Training  nervous  system  to  assist  in  mental  work, 

physical  activities,  good  nature,  self  control. 

GRADE  V. 

Exercise  and  Postures 

1.  The  motive  to  be  presented  by  the  teacher. 

You  have  been  urged  to  spend  at  least  thirty  minutes  a  day 
in?  out-of-door  exercise.  You  have  also  been  trying  to 


Physiology  and  Hygiene 


227 


/ 


get  a  correct  or  standard  weight.  What  is  the  use  of  all 
this?  ‘.‘The  body  needs  a  stiff  framework  made  of 
bones,  for  three  purposes.  One  purpose  is  to  give  it 
shape,  a  second  is  to  help  it  move  and  a  third,  is  to  pro¬ 
tect  from  injury  some  of  the  delicate  organs.”  (Davison). 


2.  Bones. 

Bones  are  alive  like  the  skin  and  muscles.  They  contain 
blood  and  nerves  and,  way  in  the  center,  fat. 

Study  a  book  and  find  out  where  the  following  bones  are  and 
what  they  do  for  a  person :  , 

Skull  bones,  vertebrae,  ribs,  bones  of  limbs. 

Which  bones  does  it  pull  out  of  shape  when  you  sit  on  your 
'  feet?  sit  with  crossed  legs?  What  lasting  harm  do 

such  habits  do?  What  harm  does  it  do  to  study  or 
read  with  one  elbow  on  the  table  and  the  other  one  off  ? 
Why  are  such  habits  much  more  likely  to  make  ugly 
curves  in  the  bodies  of  growing  children  than  in  grown 
people?  Why  are  tight  bands  and  clothing  likely  to 
make  ugly  shaped  bodies  in  later  years? 

3.  Joints. 

We  can  bend  our  elbows  and  knees.  We  can  swing  our  legs 
and  arms  and  turn  our  heads.  Joints,  or  one  bone 
fitting  into  some  other  make  it  possible  for  us  to  do 
these  acts.  Study  hinge  joints,  ball  and  socket  joints, 
ligaments,  joint  fluids,  membrane  lining  of  joints. 

4.  Muscles. 

(a)  Muscles  make  up  nearly  one  half  the  weight  of  the 

human  body.  What  are  they? 

(b)  Their  work  is: 

(1)  To  move  the  body. 

(2)  With  the  help  of  ligaments  they  hold  the 

bones  in  their  positions  in  the  skeleton. 

(3)  With  the  help  of  the  bones,  they  protect  the 

delicate  organs  of  the  body. 


\ 


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Vermont  Course  of  Study 


Study: 

How  the  muscles  move  the  body. 

Kinds  of  muscles: — voluntary,  involuntary,  tendon,  liga¬ 
ments. 

Nervous  control  of  the  muscles. 

(c)  Care  of  muscles. 

There  are  about  five  hundred  muscles  in  the  body  and  one  cannot 
exercise  them  all  by  one  kind  of  an  activity. 
Walking  is  a  good  exercise,  but  it  works  less  than 
fifty  muscles.  Think  how  little  exercise  a  boy’s  or 
girl’s  muscles  receive  while  sitting  at  his  desk. 
Because  no  one  kind  of  work  exercises  all  our 
muscles,  we  must  change  our  activities  frequently 
and  vary  them. 

Since  our  bodies  cannot  be  well  unless  they  are  kept 
supplied  with  food  and  fresh  air,  we  must  see  that 
our  muscles  do  their  best  work  in  aiding  breath¬ 
ing,  digestion  of  food  and  circulation  of  the  blood. 

(d)  Posture. 

Copied  from  Andress’  Health  Education  in  Rural 
Schools  (p.  231-236). 

*‘To  get  correct  standing  position  Bancroft  recom¬ 
mends  that  children  be  instructed  to  stand  with 
their  arms  stretched  directly  sidewise  at  shoulder 
line  with  palms  turned  dovTiward  and  holding 
the  ai*ms  there,  swaying  forward  from  the  ankles 
so  that  the  weight  of  the  body  is  nearly  or  quite 
over  the  balls  of  the  feet,  not  however  rising  on  the 
toes,  but  keeping  the  heels  on  the  ground.” 

‘An  effort  to  draw  the  neck  backward  (chin  inward) 
which  may  be  necessary  to  bring  the  neck  into  an 
upright  position,  and  also  to  draw  in  at  the  waist 
line  will  improve  the  standing  position.  Keeping 
the  head,  chest  and  shoulders  just  in  these  .posi¬ 
tions,  the  arms  should  then  be  dropped  to  the  sides. 

This  will  leave  the  body  in  a  correct  standing 
position.  ” 


Physiology  and  Hygiene 


229 


Tests  of  correct  posture,  page  231. 

‘  ‘The  American  Posture  League,  an  association  form¬ 
ed  to  further  good  habits  of  posture  defines  the  cor¬ 
rect  standing  position  as  one  in  which  the  long 
axis  of  the  body,  including  the  neck  and  head,  is  in 
a  vertical  line.  In  poor  posture  the  neck,  head, 
and  trunk,  instead  of  being  in  one  continuous 
vertical  line  are  broken  into  three  zigzag  lines.’' 

“The  correct  posture  may  be  estimated  by  what  is 
known  as  the  vertical  line  test.  A  line  is  dropped 
from  the  front  of  the  ear  to  the  forward  part  of  the 
foot.  This  will  show  whether  the  vertical  line 
parallels  the  main  segments  of  the  body  (neck, 
head  and  trunk) .  Instead  of  a  line  it  may  be  more 
convenient  to  use  a  window  pole.” 

‘  ‘Sitting  positions  may  be  judged  in  the  same  way. 
When  in  correct  position  the  axis  of  trunk,  neck, 
and  head  should  be  in  continuous  line.  The  same 
relation  of  parts  should  be  maintained  whether 
the  child  is  leaning  backward  in  repose  or  forward 
in  study.  The  chest  should  be‘  kept  broad  and 
open,  and  as  the  child  leans  forward  the  bend 
should  come  at  the  hip  joints,  never  from  the 
waist.” 

Games  that  furnish  exercise  and  muscle  training  may  be 
planned  by  the  teacher  and  pupils  or  from  the  following  books: 

Education  by  Plays  and  Games — Johnson. 

Games  for  the  Playground,  etc. — -Bancroft. 

Physical  Education — Clark. 

Out-door  games  and  contests  are  the  best  form  of  physical 
training  and  sometimes  exercises  may  be  given  for  correcting 
tendencies  or  developing  special  abilities,  but  in  the  main  ex¬ 
ercise  that  comes  incidentally  in  the  course  of  games  and  play 
is  the  most  valuable.  For  the  days  when  the  weather  is  too 
bad,  exercises  in  the  school  room  with  the  windows  open  have 
their  value,  but  they  never  take  the  place  of  out-door  play. 
Exercises  are  also  valuable  for  correcting  wrong  individual 


230 


Vermont  Course  of  Study 


tendencies  such  as  drooping  shoulder,  weak  ankles,  poor  breath¬ 
ing. 


GRADE  VI 

(Topics  for  Special  Emphasis) 

A.  Food. 

V  I.  Food  as  fuel. 

The  body  is  a  working  machine  and  unlike  any  ever 
built  by  man — if  it  is  kept  in  first  class  condition,  it  is 
a  perfect  machine.  It  is  believed  to  be  100%  efficient. 
By  a  perfect  machine  we  mean  that  there  is  no  waste — 
all  the  fuel  used  to  run  it  will  be  given  back  in  useful 
work.  The  fuel  (food)  used  by  the  human  body  is 
used  in  two  ways;  first  to  build  and  repair  the  body 
itself,  and  second  to  make  energy  for  doing  w’ork. 

II.  Different  uses  of  foods. 

1 .  The  foods,  that  provide  new  cells  and  repair  the 

worn  out  parts  of  the  body  are  proteins.  The 
body  gets*  its  proteins  from  the  following  foods; 
milk,  eggs,  bread,  cereals,  peas,  beans,  cheese, 
nuts. 

2.  A  machine  that  would  just  do  enough  work  for  its 

upkeep  would  not  be  much  sought  after.  It  must 
do  extra  work.  The  human  body  uses  much  the 
larger  part  of  its  fuel  to  do  work.  The  foods  that 
the  body  uses  to  produce  energy  (heat  and 
motion)  for  work  are:  sugar,  starches,  fats  and 
oils.  We  get  the  sugars  from  sugar,  fruits, 
honey  and  syrup.  Starches  come  from  foods 
made  from  grains,  as  bread  and  cereals,  and  from 
such  vegetables  as  potatoes,  cabbages  and  tuniips. 
We  get  the  fats  and  oil  (heat  giving  foods)  from 
fat  meats,  bacon,  butter,  milk. 

3.  There  is  still  another  group  of  building  materials 

called  mineral  giving  foods.  These  include  salt, 
lime,  iron,  etc.  One  of  the  important  minerals 
that  the  body  must  have  is  iron.  The  red  blood 


Physiology  and  Hygiene 


231 


corpuscles  must  have  it  or  they  eannot  do  their 
worlc.  When  the  corpuscles  have  the  right 
amount  of  iron,  they  are  ver^^  red.  The  doetor 
tests  a  person’s  blood  by  seeing  if  it  is  red  enough. 
He  has  a  card  on  which  is  the  standard  red  color. 
One  very  interesting  fact  about  this  iron  is  that 
plants  have  to  get  it  ready  for  us.  The  human 
digestive  tract  cannot  digest  mineral  iron  no 
matter  how  fine  it  is  ground  up  or  dissolved. 
Plants  can  digest  mineral  iron  in  their  digestive 
traets.  They  store  it  up  in  a  form  called  iron 
salts.  When  we  eat  the  leaves  and  roots  of 
plants,  we  get  these  salts  that  we  need  in  our 
blood.  The  plants  that  are  valuable  for  their 
mineral  salts  are  the  bright  colored  plants,  as 
spinach,  beets,  peas,  carrots. 

The  children  may  enjoy  testing  foods  to  learn  how  to 
detect  the  presenee  of  any  one  of  the  three  types 
of  food. 

(a.)  Foods  may  be  tested  for  sugar  thus; 

Put  a  spoonful  of  sugar  in  a  small  tin  cover, 
melt  slowly  on  the  stove  then  continue  to 
heat  until  there  is  nothing  left  but  the  black 
hard  residue.  This  is  charcoal,  of  which 
sugar  is  very  largely  made.  Test  foods  in 
same  way. 

(b.)  Starches  may  be  detected  in  the  following  way : 

Boil  a  bit  of  stareh  then  drop  a  few  drops  of 
iodine  into  the  starch.  Note  that  it 
turns  a  deep  blue.  This  is  the  iodine 
starch  test  that  chemists  use'.  Try  testing 
peas,  beans,  corn,  potatoes  for  starch. 

(c.)  To  test  fats,  cook  and  crush  the  sample  of 
food  to  be  tested.  Place  it  on  a  blotter  or 
some  absorbent  material  as  a  bit  of  silk. 
If  fats  are  present  they  wdll  spread  through 
the  surface  and  make  a  grease  spot. 


232 


Vermont  Course  of  Study 


(d.)  There  are  two  simple  tests  for  proteins  either 
of  which  may  be  tried. 

Proteins  contain  nitrogen  and  will  therefore 
give  an  odor  like  hair  or  wool  when  burned. 
Bum  a  bit  of  hair  or  wool  to  learn  what 
that  odor  is.  Then  bum  your  sample 
of  protein,  as  a  bit  of  the  white  of  an  egg 
to  see  if  you  can  detect  the  protein  test. 

The  other  protein  test  is  done  this  way. 
Take  a  little  white  of  egg  on  gelatin  and  add 
one  drop  of  strong  nitric  acid.  Warm  the 
sample.  Note  the  bright  yellow  color. 
Take  care  not  to  get  this  nitric  acid  on 
your  hands  or  clothing. 

Effects  of  leaving  out  of  our  diet: — 

1.  The  building  foods? 

2.  The  energy  making  foods? 

3.  The  mineral  foods? 

III.  How  food  is  digested. 

1.  Study  from  a  physiology — 

How  the  food  is  digested,  the  different  organs 
'  of  the  digestive  system  and  their  work. 

IV.  The  care  of  the  stomach. 

1.  Regularity  of  eating. 

2.  Overloading  the  stomach. 

3.  Getting  rid  of  waste  materials. 

The  best  means  of  preventing  constipation  is 
right  living.  The  person  who  is  thus 
troubled  will  find  he  is  probably  not  getting 
enough  exercise — enough  rest — or  enough 
water.  A  most  important  essential  is 
plenty  of  water.  Internal  baths  are  just 
as  important  as  external  ones.  Water  is 
needed  to  soften  the  food,  help  carry  it 
through  the  body  and  to  wash  out  the  waste 
particles  from  the  intestines.  One  should 
drink  five  or  six  glasses  of  water  every  day. 
One  of  them  should  be  taken  before  going 


Physiology  and  Hygiene 


233 


to  bed  and  one  before  breakfast.  Medicines 
should  never  be  taken  for  constipation 
until  all  natural  means  (like  those  above) 
have  been  tried. 

4.  An  important  topic  to  be  studied  is  the  harmful 

effects  of  stimulants  upon  all  parts  of  the 
body.  Nervous  system,  bones,  muscles, 
and  digestive  tract.  Excellent  material 
can  be  found  in  all  books  on  physiology 
and  hygiene. 

5.  Proper  medicines  for  boys  and  girls. 

Boys  and  girls  have  little  use  for  medicines. 
If  they  get  their  bodies  out  of  working 
order,  they  should  get  them  back  again  by 
taking — 

(1)  extra  hours  of  sleep. 

(2)  food  adapted  to  their  needs. 

(3)  plenty  of  water. 

If  a  person  is  rtm  down  and  needs  iron,  what 
kind  of  food  should  he  eat?  Why  are  iron 
pills  of  little  use?  If  he  needs  to  increase 
his  weight,  why  should  he  take  an  extra 
amoimt  of  milk  and  eggs  ? 

Medicines  have  their  use,  but  their  use  should 
be  directed  by  a  physician.  He  seeks  out 
the  cause  of  the  trouble  and  seeks  to  get 
rid  of  the  cause  as  well  as  give  medicine. 

6.  Cold  and  hot  lunches. 

In  school  where  it  is  necessary  for  the  children 
to  bring  their  lunches,  some  provision 
should  be  made  for  giving  them  hot  foods. 
Probably  the  most  satisfactory  way  of 
solving  this  problem  is  by  supplementing 
the  lunch  box  with  hot  soups  and  cocoa,  etc. 

A  number  of  valuable  and  interesting  projects 
may  be  found  in  such  a  school  undertaking, 
namely : 


234 


Vermont  Course  of  Study 


1 

1 .  Planning  meals  | 

2.  Cooking  meals  ^  Domestic  Science 

3.  Serving  meals  J 

4.  Keeping  accounts — Arithmetic. 

5.  Building  a  fireless  cooker — Science. 
Difficulties  are  likely  to  be  encountered  by  the  teacher,  but 

these  can  usually  be  overcome  in  some  of  the  following  ways: — 

1.  The  town  providing  the  equipment. 

2.  Possibly  a  public  spirited  individual 

may  help. 

3.  Parents  may  be  willing  to  provide  all 

or  part  of  the  equipment. 

4.  Teacher  and  pupils  may  have  to  pro¬ 

vide  their  own  equipment  or  part  of 
it  through  entertainments. 

In  any  case,  the  teacher  with  the  help  of  the 
pupils  must  make  the  community  feel  that 
she  is  promoting  a  cause  that  is  without 
question  for  the  good  of  the  school. 

1.  Helpful  suggestions  for  this  work  will 
be  found  under  ‘  ‘The  Teacher  as  a 
Community  Leader”  pp.  266  to 
269  of  Andress  ‘  ‘Health  Education 
in:  Rural  Schools.” 

•  2.  State  Bulletins  on  School  Lunches — 

published  by  Vermont  Extension 
Service,  Burlington,  Vermont. 

7.  The  skin. 

Study  from  a  physiology" — 

The  structure  of  the  skin. 

The  skin  as  respiratory  organ. 

.  ,  .  The  skin  as  help  in  removal  ^of  waste 

matter. 

8.  The  care  of  th^  hair. 

9.  The  care  of  the  nails. 


Physiology  and  Hygiene 


235 


GRADE  VII 

Home  and  Community  Hygiene. 

I.  Healthful  housekeeping  in  the  schoolroom. 

I.  Dust. 

.  II .  Sanitary  drinking  arrangements. 

III.  Care  of  toilets. 

IV.  Heating  and  ventilating. 

f .  Dust. 

1 .  Why  should  we  get  rid  of  dust  ? 

a.  What  does. dust  contain?  Emphasize  harm¬ 

ful  contents. 

b.  Effect  on  people. 

c.  The  breathing  apparatus,  nature  and  work. 

2.  How  may  floors  be  swept  and  furniture  dusted 

without  filling  the  room  with  dust? 

Catalogues  for  sanitary  floor  brushes,  mops, 
sweeping  compounds  etc. 

IL  Sanitary  drinking  arrangements. 

1.  Discussion. 

Is  the  present  arrangement  for  drinking  water 
in  your  school  satisfactory? 

2.  Diseases  which  may  be  carried  by  drinking  cups. 

3.  Right  kind  of  drinking  arrangements. 

a.  Describe  some  satisfactory  arrangement 

for  supplying  a  school  with  drinking 
water. 

See  Andress — pp.  27-28. 

Catalogues  of  school  supply  firms. 

b.  Care  of  receptacle — -Write  a  composition 

describing  how  the  general  water  tank 
or  pail  in  a  schoolroom  should  be  kept 
safe  and  clean  for  everybody. 

Appoint  a  committee  to  carry  this  out. 

4.  Care  about  source  of  water. 

Care  also  must  be  taken  as  to  where  the  school 
drinking  water  is  obtained.  See  8th  grade 


236 


Vermont  Course  or  Study 


outline  of  study  “Sanitation  of  the  home — 
part  1 — drinking  water.” 

5.  Individual  responsibility  in  keeping  well. 

a.  Suppose  there  were  a  slacker  in  the  school¬ 

room  who  shirked  or  half  did  his  work 
when  his  turn  came  to  clean  and  scald 
the  water  tank,  woiild  it  matter  much? 
Suppose  he  were  not  particular  and  took 
the  first  drinking  cup  he  came  to  instead 
of  his  own.  Suppose  he  had  a  cold  and 
spit  arotmd  the  school  grounds.  What 
harm  would  such  a  person  do  in  a  com¬ 
munity?  What  should  the  other  mem¬ 
bers  of  this  school  do  with  such  a 
slacker  ? 

b.  Things  we  can  do  to  guard  against  disease. 

Don’t  go  where  sick  people  are.  (It  is 
not  good  for  either  the  patient  or 

'  visitor) . 

Do  not  drink  after  anyone. 

Keep  your  hands  away  from  the  face. 

Don’t  touch  the  nose  except  with  a  clean 
handkerchief.  (Handkerchiefs  that  have 
been  lying  around  in  the  dust  are  sourc¬ 
es  of  danger.) 

Don’t  use  other  people’s  towels  and  wash 
cloths. 

Don’t  bite  finger  nails,  because  they  are 
boiind  to  carry  dust  and  filth. 

Don’t  chew  pencils,  erasers,  rulers,  etc. 

c.  What  is  the  teacher’s  part  in  the  healthful 

housekeeping  in  a  school? 

III.  Care  of  toilets. 

Reference  for  teacher — ‘  ‘Health  Education  in  Rural 

School” — Andress — pp.  127-144. 

1.  Seek  to  teach  children  the  grave  dangers  of  an 
unsanitary  toilet. 


V 


Physiology  and  Hygiene 


237 


Seek  to  win  the  disgust  of  the  children  for  un¬ 
clean  conditions. 

Seek  to  win  their  cooperation  in  bringing  about 
the  best  possible  conditions  in  their 
own  school. 

No  better  procedure  for  the  teacher  can  be 
suggested  than  is  found  on  pages  137-140 
of  the  book  mentioned  above,  (Andress). 

2.  Methods  of  making  toilets  sanitary. 

a.  Use  of  disinfectants.  (Creoline,  chloride 

of  lime,  lye,  lime,  ashes,  etc.) 

b.  Tidiness  of  children  in  using  them. 

See  suggestions  under  Grade  I. 

c.  Best  ways  of  building  toilets. 

Andress,  pp.  127-144 

3.  Danger  from  the  carrying  of  germs  by  flies. 

See  8th  grade  outline — “Sanitation  of  Home — 
Outhouses,  barns,  etc — Flies.” 

IV.  Heating  and  ventilating. 

1.  Fresh  air  and  health. 

a.  Use  of  air  in  work  done  by  the  body. 

Just  as  a  person  has  to  have  wholesome 
food  and  water,  he  must  have  fresh  air, 
if  he  is  to  be  an  energetic  person. 

b.  Oxygen  and  carbon  dioxide. 

If  a  coal  stove  does  not  get  air  enough  to 
unite  with  the  carbon,  part  of  the  car¬ 
bon  is  left  over  in  the  form  of  smoke  and 
the  fire  does  not  furnish  much  heat. 
So  with  our  bodies  if  we  do  not  get  fresh 
air,  part  of  the  carbon  is  left  to  be  dis¬ 
posed  of  as  waste  matter  in  the  blood, 
and  only  part  is  making  energy. 

2.  The  circulatory  system. 

a.  Study  (from  any  physiology  or  hygiene 
book) — 

,  The  circulatory  system. 

The  heart'. 


-238 


Vermont  Course  of  Study 


Blood  vessels  (arteries,  capillaries, 

veins) . 

The  blood  (plasma,  white  corpuscles, 
red  corpuscles,  lymph). 

b.  Results  expected  from  pupils. 

Pupils  should  be  able  to  describe  the  cir¬ 
culatory  organs  and  tell  how  each 
functions. 

They  should  be  able  to  make  a  drawing — 
independent  of  books — and  trace  the 
course  of  the  blood  through  the  body. 

3.  Value  of  oxygen  in  the  blood. 

a.  Composition  of  fresh  air. 

Fresh  air  contains  about  four  fifths  ni¬ 
trogen  and  one  fifth  oxygen.^ 

b.  Composition  of  foul  air. 

When  the  air  is  shut  up  tight  in  a  room  ^ 
and  people  are  using  out  the  oxygen  and 
returning  to  the  air  carbon  dioxide, 
rhoisture  from  the  lungs  and  dust  from 
the  floor  and  clothing,  the  air  becomes 
very  much  polluted. 

c.  How  to  supply  oxygen  to  the  body. 

A  man  sitting  quietly  needs  about  3000 
cubic  feet  of  fresh  air  every  hour,  twice 
that  amount  if  working. 

4.  Importance  of  correct  breathing. 

a.  Why  learn  to  breathe  correctly  ? 

b.  How  to  breathe  correctly. 

What  movements  of  the  ribs  and  abdomen 
can  be  noticed  in  correct  breathing  ? 

What  is  “chest  breathing?” 

-  What  arm  movements  in  work  and  pla\’ 
promote  deep  breathing? 

c.  Study  of  the  breathing  apparatus. 

Study  from  any  text  book. 

How  air  is  draw  into  the  lungs. 

The  chest  or  thorax. 


Physiology  and  Hygiene 


239 


Inspiration  and  expiration. 

Capacity  of  the  lungs. 

How  to  get  circulation  of  the  air. 

a.  How  air  moves  in  a  room. 

b.  What  causes  air  to  move? 

1.  What  causes  circulation  of  the  air 

in  a  room  to  start? 

2.  What  causes  the  air  at  the  ceiling — 

farthest  from  the  stove  to  settle 
to  the  floor  again  ? 

3.  Where  does  the  air  come  from  that 

takes  the  place  of  the  heated  air. 

c.  Special  arrangements  for  heating  and 

ventilating. 

Describe  the  method  of  heating  your  o\vn 
school  building  or  room.  Make  a 
drawing  showing  the  direction  you 
think  the  air  currents  are  flowing. 
Afterward  prove  whether  your  drawing 
is  correct  or  not  by  testing  the  drafts 
with  a  candle  and  with  perfumes  (pep¬ 
permint  is  excellent).  How  is  your 
school  ventilated,  by  windows  or  by 
special  ventilating  apparatus?  Can  it 
be  improved  ?  How  ?  How  does  a  fire¬ 
place  help  ventilate  a  room?  What  are 
the  defects  of  the  ordinary  stove  ?  Find 
out  from,  reading  how  the  ‘  ‘jacketed 
stove”  is  constructed  and  how  it  works. 
What  improvements  over  the  ordinary 
stove  does  the  jacketed  stove  have  in 
distributing  warm  fresh  air  in  a  room? 
Study  the  hot  air  furnace.  Trace  the 
piping  arrangement  for  distributing 
warm  air  through  the  building. 

Explain  how  the  top  of  the  building  will 
be  just  as  warm  or  even  warmer,  than 
the  floors  near  the  furnace.  Trace  the 


240 


Vermont  Course  of  Study* 


draft  of  the  air  currents  from  the  hot 
air  register  through  the  room.  Is  there 
any  arrangement  for  letting  out  the  foul 
air? 

Study  steam  and  hot  water  system  in  a 
similar  way. 

Books  that  will  help  are: 

Andress — Health  Education  in  Rural 
Schools. 

Hodgdon — Elementary  General  Science. 
The  Waterbury  Text  Book  of  Heating 
&  Ventilating — by  The  Waterman - 
Waterbury  Company,  Minneapolis, 
Minnesota.  Smith  System — Smith 
System  Heating  Co.,  Minneapolis, 
Minn. 

GRADE  VIII 

Mome  and  Community  Hygiene. 

A.  Care  of  younger  brothers  and  sisters. 

1.  Eating — proper  foods,  habits,  regularity,  washing 

hands. 

2.  Sleep — proper  conditions,  clean  bed,  different 

night  clothes,  length  of  time. 

.3.  Prevention  of  accidents — remove  dangers  of  all 
kinds. 

4.  Clothing — suited  to  season,  clean, — care. 

B.  Sanitation  in  the  home. 

I.  Water,  how  to  be  sure  it  is  pure. 

II.  Outhouse,  barns,  and  house  drains — their  care. 

Ill .  Sanitation  as  related  to  the  production  of  milk. 
I,  Drinking  water. 

What  is  good  drinking  water? — Purity,  harmless 
mineral  salts. 

What  is  bad  drinking  water?  Impure — harmful 
'  germs. 

How  may  one  know  when  water  is  fit  to  drink  ? 


Physiology  and  Hygiene 


241 


a.  Source — drinking  water  must  be  protected 

from  surface  water  and  from  the  drains 
of  house  and  bam.  The  direction  of 
these  drains  is  often  determined  by  the 
lay  of  the  rock  below  the  surface,  there¬ 
fore  the  placing  of  a  well  is  a  matter  for 
careful  consideration.  (Consult  An¬ 
dress,  pp.  124-145.) 

b.  How  to  detect  harmful  matter  in  drinking 

water. 

Simple  sanitary  water  tests.  (Consult 
“Domestic  Water  Supplies  for  the 
Farm”  by  Fuller — pp.  164-167). 

How  doubtful  drinking  water  may  be  made  safe  for. 
drinking. 

a.  By  boiling. 

b.  By  distillation. 

c.  By  filtration. 

Investigate  the  preparation  of  drinking  water  for 
your  own  city  or  town. 

Read  the  Bulletin,  Water  Supply,  Paper  315, — -“The 
Purification  of  Water  Supplies,”  by  George 
Johnson,  Washington,  D.  C. 

Outhouses,  bam,  and  house  drains. 

(a.  Danger  to  drinking  water,  see  topic  I.) 

1.  Danger  to  foods  (milk  included)  through  insect 

carriers. 

a.  Flies  (see  Hodgdon) 

References, — ^Ritchie  p.  145-p.  22  picture. 
— Bulletin  of  Public  Health  p.  4.  Trans¬ 
mission  of  Disease  by  Flies,  Washington, 

D.  C. 

— Health  .Education  in'  Rural  Schools — 
Andress,  pp.  148-171. 

2.  Why  the  fly  is  a  germ  carrier. 

a.  Life  history  of  the  fly. 

See  bulletin  No.  155-U.  S.  Dept,  of  Agri¬ 
culture. 


242 


Vermont  Course  oe  Study 


How  insects  affect  health  in  rural  districts' 

b.  Why  are  disease  germs  found  in  garbage 

and  manure  piles?  (Gulick,  Town  and 
City). 

c.  How  many  flies  be  gotten  rid  of?  (An¬ 

dress). 

Flies  seek  for  themselves  and  for  their 
young  the  foods  human  beings  eat. 

Care  of  foods. 

1 .  Mention  several  effective  ways  of  securing  foods 

against  insect  carriers. 

a.  Screening  the  house;  food  shelves. 

b.  Getting  rid  of  breeding  places. 

c.  Cleanliness  of  shelves,  dishes,  towels,  and 

dish  clothes. 

2.  Moulds. 

a.  What  they  are. 

Moulds  are  annoying  plants,  which  And 
good  soil  in  our  foods. 

b.  What  harmful  effects  do  mouldy  foods 

have  on  people? 

3.  Ferments  in  fruit  and  milk. 

a.  What  ferments  are. 

Read  Ritchie’s  Primer  of  Sanitation,  pp. 
151-157. 

Hodgdon’s  Elementary'  General  Science. 
III.  Sanitation  as  related  to  the  production  of  milk. 

1.  Read  Town  and  City,  pp.  149-164. 

2.  TeU  the  story  of  how  milk  is  produced  in  Vermont. 

a.  Send  to  the  Vermont  Agricultural  Ex¬ 

periment  Station  for  up-to-date  bulle¬ 
tins  on  Vermont  Milk  Production. 

b.  To  the  U.  S.  Department  of  Agriculture, 

Washington,  D.  C.  for  Bulletin  42 — 
Facts  about  Milk,  printed  by  govern¬ 
ment  press,  Washington,  D.  C. 
b.  Feeding  the  Family,  by  Rose,  Macmillan 
Company,  New  York,  pp — (see  Index). 


Vermont  Geography 


243 


STUDY  OF  VERMONT 

VERMONT  GEOGRAPHY 

OUTLINE  FOR  GRADE  FOUR  OR  FIVE 

I .  ^Study  of  home  town: 

1.  Sketch  village  on  board,  drawing  lines  for  principal 

streets,  locating  school  house,  church,  post  office, 
stores,  homes,  railroads,  factories,  if  any,  and 
other  places  of  interest.  (This  will  probably  take 
several  lessons). 

2.  Visit  creamery,  saw  mill,  grist  mill,  quarry,  or  what¬ 

ever  business  of  the  kind  is  found  in  your  in¬ 
dividual  village.  Talk  about  the  visit  the  next  • 
day,  fixing  the  essential  points  in  mind. 

3. *.  Discuss  the  principal  work  carried  on  in  the  com¬ 

munity.  Why  carried  on?  Discuss  in  detail. 

4.  The  village  as  a  local  trade  center.  Roads  leading 

in. 

5.  Take  up  the  town  as  a  whole,  locating  the  other 

villages  in  the  town,  the  lakes,  rivers,  mountains, 
etc. 

6.  Study  the  early  settlement  of  town.  (This  can  be 

found  out  by  reference  to  the  early  town  records). 
Why  was  town  so  named  ? 

/ 

I.  Exploration: 

1.  By  the  French. 

1.  Champlain. 

(a) .  Brief  sketch  of  life. 

(b) .  Discoveiy^  of  Lake  Champlain  (locate) 

(c) .  Battle  with  Iroquois. 

Fort  St.  Anne. 

Dollier  de  Casson. 


2. 


Vermont  Course  of  Study 


3.  Indian  settlement. 

(a) .  Important  tribes. 

(b) .  Indian  roads.  (Draw  a  map  showing 

these,  and  notice  they  follow  river 
valleys — Why  ?) 

2.  By  the  English. 

1.  Story  of  Jacob  De  Warm. 

3.  Indian  Raids. 

1.  Expedition  against  the  Mohawks. 

2.  Raids  against  Schenectady. 

3.  Raids  against  Deerfield. 

Location  and  size  of  Vermont: 

1.  Using  20  mi.  to  1  in.  draw  lines  representing  length 
and  breadth  of  Vermont. 

4i 

32 


7r 

‘  8 


D 

2.  What  country  is  north;  state  and  river  east;  state 

south;  state  and  waters  west? 

3.  Draw  map  of  state  using  blue  colors  for  water 

boundaries,  and  other  colors  for  land  boundaries 

Mountains  and  valleys: 

1.  Review  hill,  mountain,  and  valley. 

2.  Take  up  Green  Mountain  range. 

(a)  Location. 

(b)  Length. 

(c)  Draw  map  showing  ranges. 

3.  Locate  range  in  S.  W. 


Vermont  Geography 


245 


4.  Locate  and  name  valleys.  Let  child  discover  in 

which  valley  he  lives. 

5.  Learn  and  locate  principal  peaks. 

Jay,  Mansfield,  Camel’s  Hump,  Pico,  Killington, 
Hog-back,  Ascutney,  Hquinox,  Lincoln,  Strat¬ 
ton,  Haystack,  Knox,  Hor,  Pisgah. 

6.  If  the  child  lives  near  any  of  these,  a  trip  up  the 

mountain  would  be  of  value. 

IV.  Rivers  of  Vermont: 

1.  Study  the  Connecticut  River  system,  or  as  much  of 

it  as  affects  Vermont. 

(a)  Beginning  at  the  north  teach  the  important 

branches,  tracing  each  from  its  source. 

(b)  Use  to  which  these  branches  are  put. 

(Water  power,  log  drives,  ice,  toll  bridges). 
Be  able  to  locates  these  branches  on  the 
map. 

(c)  Spring  freshets. 

2.  Study  the  rivers  flowing  into  Lake  Memphremagog. 

(a)  Clyde,  Barton,  Black. 

(b)  Locate  Lake  Memphremagog. 

3.  Those  that  flow  into  Lake  Champlain. 

(a)  Missisquoi,  Lamoille,  Winooski,  Otter 

Creek,  Poultney. 

(b)  Locate  Lake  Champlain. 

4.  If  river  flows  through  home  town  study  that  river 

in  detail,  taking  imaginary  boat  trip  up  and 
down  the  river.  Use  map. 

V.  Lakes  and  ponds  of  Vermont: 

1.  Number.  (About  330). 

2.  Lake  Champlain. 

(a)  Origin  of  name. 

(b)  Location. 

(c)  Size. 

(d)  Islands — (Grand  Isle  county). 


240 


Vermont  Course  of  Study 


(e)  Indentations  on  east  side. 

(f)  Capes  on  east  side. 

(g)  Harbors;  locate. 

(h)  Importance  of  Lake.  (To  Indians;  to  us). 

(i)  Light-houses.  (Bring  in  pictures  of  others). 

(j)  Its  beauty. 

M  emphr  emagog . 

(a)  ‘  Compare  with  Lake  Champlain. 

(b)  Importance. 

Other  important  lakes. 

(a)  Willoughby,  Seymour,  Island  Pond,  Fairlee, 
Morey,  Joe’s  Pond,  Caspian,  Dunmore, 
Bomoseen,  St.  Catherine. 

(b)  Visit,  if  any  are  situated  near. 

(c)  Willoughby  famous  for  its  beauty  and  Morey 
where  Samuel  Morey  experimented  with 
steamboat. 

VI.  Counties  of  Vermont: 

1.  Definition  of  county.  Number  in  Vermont. 

2.  Teach  the  counties  in  alphabetical  order. 

3.  Locate  each  on  map  without  hesitation. 

4.  Draw  and  color  county  map. 

5.  Take  up  home  county  in  detail. 

(a)  Location. 

(b)  Bounded  by  what  ? 

(c)  Principal  towns  and  cities. 

(d)  Mountains,  lakes  and  rivers. 

(e)  Shire  town.  Why  so  called? 

6.  Locate  shire  town  in  each  county. 

VIL  Cities  of  V ermont: 

1.  What  makes  a  city?  Number  in  Vermont. 

2.  Locate  in  counties. 

3.  What  has  caused  growth  of  each  ? 

4.  Principal  business  of  each. 

5.  Things  of  interest  to  traveler. 


4. 

.T 


1 


Vermont  Geography 


247 


VIII.  Railroads  of  Vermont: 

1.  Name. 

2.  Bring  out  the  idea  that  the}^  follow  the  river  valleys. 

Why? 

3.  Take  imaginary  trips  from  home  town  to  the  differ- 
,  ent  cities  ot  Vermont,  naming  the  principal  towns 

passed  through  on  the  way.  (Work  these  out  on 
the  map). 

By  means  of  post  cards  any  description  may  be 
made  very  real. 

4.  Make  a  railroad  map  using  a  different  colored 

crayon  for  each  railroad. 

IX.  Location  of  the  principal  institutions  of  Vermont: 

Locate  on  map:  Capitol,  Soldier’s  Home,  State  Ex¬ 
periment  Station,  State  Agricultural  School,  Uni¬ 
versity  of  Vermont,  Middlebury  College,  Nor¬ 
wich  University,  State  Prison,  Normal  Schools, 
other  institutions. 

X.  Industries  of  Vermont: 

A.  Rock  Products. 

Marble,  granite,  slate,  asbestos,  talc,  soapstone. 

A  careful  and  detailed  study  should  be  made  of 
these  industries.  Use  the  following  outline : 

1.  Where  found.  2.  Kinds  and  uses  of  the  rock.  If 
a  building  stone  find  out  important  buildings 
made  of  it.  3.  Value  of  the  output;  absolute 
and  compared  with  other  states.  4.  Quarr^dng. 

5.  How  prepared  for  market.  Study  the  pro¬ 
cesses  in  the  marble  sheds  and  talc  mills.  Post 
cards  showing  nearly  all  the  steps  in  quarrying 
and  shed-work  can  be  very  easily  obtained. 
Write  the  Free  Public  Library  Commission  for  photo¬ 
graphs.  The  State  Geologist’s  Report  gives  excellent  accounts 
of  the  mineral  resources  of  the  state. 


248 


Vermont  Course  of  Study 


B.  Farm  Products. 

1 .  Hay,  butter,  cheese. 

Amount,  quality,  markets. 

2.  Grains  and  garden  vegetables. 

3.  Apples  and  other  orchard  fruits. 

4.  Maple  sugar. 

History  and  growth  of  this  industry;  changes 
in  methods;  value  of  output. 

5.  Cattle,  horses,  poultry. 

C.  Forest  Products. 

1.  Kinds  of  timber. 

2.  Uses,  markets. 

3.  Chief  lumber  centers  of  the  state. 

XI.  Manufacturing  in  Vermont. 

1.  Manufactures  peculiar  to  the  state. 

Scales,  organs,  machinery  and  others. 

2.  Chief  manufacturing  centers. 

References. 

Conan t’s  Vermont.  The  Tuttle  Co.,  Rutland. 

Kimball’s  Vermont  for  Young  Vermonters.  D.  Appleton  & 
Co.,  New  York. 

Dodge’s  Advanced  Geography,  New  England  Edition. 
Rand,  McNally  &  Co.,  or  any  standard  text-book  in  Geography. 

“Vermont,  the  Land  of  Green  Mountains”  issued  by  the 
Bureau  of  Publicity,  Essex  Junction,  Vt. 

‘  ‘Vermont,  the  Green  Mountain  State,  ”  compiled  by  Frank 
L.  Greene,  published  by  the  St.  Albans  Messenger  Co.,  St. 
Albans.  Maps  and  pamphlets  can  also  be  obtained  from  the 
various  railroads  in  the  state. 

Walton’s  Vermont  Register,  for  the  current  year. 

Bulletins  of  the  Agricultural  Station  at  Burlington,  and 
bulletins  issued  by  the  Commissioner  of  Agriculture  may  be 
obtained  free. 

Copies  of  the  magazine  “The  Vermonter.” 


Vermont  History 


249 


VERMONT  HISTORY 

GRADE  SIX  OR  SEVEN 

I.  Aims. 

1.  To  teach  the  main  facts  of  the  history  of  the  state. 

2.  To  teach  the  development  of  industries  peculiar  to 
the  state  and  to  show  their  value  and  importance. 

3.  To  trace  the  growth  and  development  of  educational 
and  social  reforms. 

4.  To  develop  an  interest  in  the  state  that  will  in¬ 
fluence  young  people  to  remain  in  the  state  and  help  develop  its 
resources. 

5.  To  develop  pride  in  the  state  and  its  institutions,  not 
by  imfavorable  comparison  with  other  states,  but  by  a  sense  of 
deep  appreciation  of  its  great  services  and  a  fair  and  unbiased 
study  of  superiorities  as  well  as  defects  and  their  remedies. 

■  6.  To  develop  a  love  for  and  appreciation  of  its  scenery. 

II.  Methods  and  Materials. 

1.  The  teacher  must  be  alive  to  happenings  in  the 
state,  keep  posted  through  the  newspapers,  and  be  alert  to  avail 
herself  of  opportunities  of  obtaining  information. 

2.  The  teacher  must  avail  herself  of  all  local  material, 
make  friends  in  her  neighborhood  with  all  who  know  local  his¬ 
tory,  and  must  make  the  history  of  the  state  and  community  a 
real  and  live  interest  to  her  pupils.  “This  happened  not  far 
from  here.”  “How  did  this  affect  this  particrdar  community?’^ 
shotdd  be  suggested  on  every  possible  occasion. 

3.  Use  the  topical  method  and  teach  events  and  not  the 
text.  Collect  and  organize  material  and  require  that  it  be  pre¬ 
sented  in  an  orderly  and  logical  form.  Above  all  make  the 
history  of  the  state  a  matter  of  vital  and  personal  interest. 

4.  Material  for  Schoolroom  use. 

Thompson’s  Vermont  Gazetteer. 

Conant’s  Vermont. 


250 


Vermont  Course  of  Study 


Kimball’s  Vermont  for  Young  Venuonters. 

Collins’  Histor\'  of  Vermont. 

Robinson’s  Vermont,  A  Study  of  Independence.  Hough¬ 
ton,  Mifflin  &  Co. 

The  Story  of  Vermont.  John  L.  Heaton.  D.  Lothrop 

&  Co. 

The  Burning  of  Royalton,  Vermiont.  Ivan  Dunklee. 
Geo.  H.  Ellis  &  Co.,  Boston. 

Copies  of  the  “Vermonter.” 

Copies  of  the  Proceedings  of  the  Vermont  Historical 

Society. 

‘  ‘A  Historical  Booklet  of  the  Disco veiY'  of  Lake  Cham¬ 
plain,”  prepared  by  Horace  W.  Bailey. 

The  teacher  should  write  the  Vermont  State  Librar}^ 
Commission,  Montpelier,  Vermont,  for  reference  books  and  pam¬ 
phlets  and  photographs.  The  Free  Public  Librar\^  Commission 
will  also  give  valuable  suggestions  for  finding  and  using  material. 

5.  It  is  suggested  that  Vermont  History-  be  taught 
during  the  sixth  year  of  Elementan^  School  work. 

I.  ^Discovery  and  Exploration. 

A.  Indian  Occupancy. 

1.  Territory  known  as  “the  Wilderness,”  pro¬ 

bably  debatable  ground. 

2.  Indian  tribes. 

Iroquois — the  Five  Nations. 

Algon  quins — Pennacook,  Massachusett,  Mo- 
hegan,  Abnaki,  or  St.  Francis. 

Study  the  life  and  habits  of  Indian  tribes  and  their  re¬ 
lations  to  each  other.  This  is  necessaiY*  for  a  basis 
of  understanding  later  events. 

3.  Indian  villages. 

Vernon,  Newbuiy^,  Swanton. 

4.  Indian  roads. 

(a)  The  French  road,  by  way  of  the  Richelieu 
River  and  Lake  Champlain  to  the  Win¬ 
ooski;  up  the  Winooski,  portage  to  TOiite, 
down  the  White  to  the  Connecticut. 


Vermont  History 


251 


(b)  The  Indian  Road,  Otter  Creek  and  Black 

River. 

(c)  The  Third  Road,  St.  Francis  River,  Lake 

Memphremagog,  Passumpsic  and  Con¬ 
necticut  Rivers. 

Trace  these  roads  on  the  map. 

B.  First  Expeditions. 

1.  Champlain,  July,  1609. 

Discovery  of  the  Lake;  the  Lamoille  River; 
attack  on  the  Iroquois  near  what  is  now 
Ticonderoga;  important  results;  French 
claims. 

2.  Fort  St.  Anne,  1666.  Dollier  de  Casson. 

3.  Expedition  against  the  Mohawks,  October, 

1666. 

4.  Raid  against  Schenectady.  (Review  briefly 

the  character  and  the  causes  of  the  Inter¬ 
colonial  Wars). 

5.  The  first  English  expedition  into  Vermont. 

Jacob  de  Warm. 

6.  The  raid  against  Deerfield.  The  Williams 

fami]}^ 

C  First  Settlements. 

1.  The  Equivalent  Lands. 

2.  Fort  Dummer. 

3.  The  French  Grants.  Settlements  at  Alburg 

and  Chimney  Point. 

4.  Disputes  over  the  maintenance  of  Fort  Dummer 

and  settlement  of  disputes  over  boundaries 
of  New  Hampshire  and  Massachusetts. 

5.  Line  of  forts  on  the  Connecticut  Ri^^er. 

6.  Scouting  parties.  Captain  Hobbs. 

7.  The  French  and  Indian  War.  1854-1763. 
Taking  of  Port  Bridgman;  taking  of  Crown 

Point  and  Ticonderoga;  Roger’s  expedition 


252 


Vermont  Course  of  Study 


against  the  St.  Francis  Indians;  the  Military 
Road  from  Crown  Point  to  Charlestown, 
N.  H.;  the  Johnson  captivity. 

8.  Conditions  in  what  is  now  Vermont,  at  the  close 
of  the  Intercolonial  Wars. 


II.  The  New  Hampshire  Grants. 

A.  Early  Grants. 

1.  Bennington,  1749,  15  grants. 

First  settlement,  1761,  Capt.  Samuel  Robinson. 

2.  Newbury,  1762. 

'  3.  Along  the  Connecticut  River. 

B.  Character  of  the  Grants. 

1.  Original  proprietors. 

2.  New  Hampshire  Charters,  terms  and  pro¬ 

visions. 

C.  The  Conflict  with  New  York. 

1.  Changed  jurisdiction. 

New  York  lays  claim  to  New  Hampshire 
Grants;  basis  of  claims;  New  Hampshire 
defense;  dispute  adjusted  by  order  of  the 
■  king,  1764. 

2.  The  Conflict. 

Convention  at  Bennington,  1765;  the  New' 
York  Party;  the  Settlers’  Claims;  the  Green 
Moimtain  Boys;  Sheriff  Ten  Eyck;  the  affair 
at  Otter  Creek  Falls;  New  York  divides  the 
Grants  into  Counties ;  rewards  offered  for  the 
capture  of  the  Green  Moimtain  Boys;  the 
.  .  Capture  of  Remember  Baker;  the  Com¬ 

mittees  of  safety;  the  Westminster  Massacre, 
1775;  Concord,  Lexington  and  the  breaking 
out  of  war  with  Great  Britain. 


Vermont  History 


253 


3.  Social  Conditions  before  the  Revolution. 

(a) .  Home  life  of  the  settlers;  character  of 

the  people;  houses,  dress,  amuse¬ 
ments  ;  means  of  travel ;  churches 
and  schools;  hunting  and  fishing. 

(b) .  Industries;  grist  and  saw  mills;  tan¬ 

neries;  maple  sugar  making;  making 
'  potash. 

III.  The  Revolution. 

A.  Ticonderoga. 

Plans  for  capture;  preparations;  command  dis¬ 
puted;  taking  the  Fort;  importance  of  the  fort  to 
the  Americans. 

B.  Americans  gain  Lake  Champlain. 

Crown  Point  captured;  capture  of  Major  Skene; 
capture  of  English  sloop  at  St.  Johns;  control  of 
the  Lake. 

C.  Warned s  First  Regiment. 

D.  Invasion  of  Canada,  1775. 

Plans;  reconnoitering  expeditions;  death  of  Re¬ 
member  Baker;  attempt  to  take  Montreal;  cap¬ 
ture  of  Ethan  Allen;  capture  of  St.  Johns;  capture 
of  Montreal;  attempt  to  capture  Quebec;  the 
retreat  from  Canada. 

E.  On  Lake  Champlain,  1776. 

Two  fleets  built;  battle  near  Valcour  Island;  Ar¬ 
nold’s  retreat;  Carleton  withdraws  to  Canada. 

F.  Campaign  of  1777. 

British  plans;  Burgoyne’s  advance;  American  de¬ 
fenses;  evacuation  of  the  Forts. 

Hubbardton. 

Bennington. 


Vermont  Course  of  Study 


G.  Other  operations  hi  Vermont. 

Building  the  Hazen  Road.  Trace  on  the  map. 

The  Story  of  the  Churchills. 

The  Burning  of  Royal  ton. 

The  Haldimand  correspondence. 

Building  the  State. 

A.  The  New  Hampshire  Grants. 

Review  terms  of  Grants  and  town  governments. 

B.  Steps  toward  Union. 

1.  Need  for  united  action;  Committees  of  Safety. 

2.  Conventions. 

Manchester,  April,  1774. 

Dorset,  July  24,  1776. 

Dorset,  Sept.  25,  1776. 

Westminster,  Oct.  30,  1776. 

Westminster,  Jan.  15,  1777. 

Committee  appointed  to  draw  Declaration  of 
Independence. 

Windsor,  June  4,  1777. 

3.  Constitutional  Conventions. 

First  Meeting,  Windsor,  July  2,  1777. 

Second  Meeting,  Windsor,  December  24,  1777. 

4.  Organization  of  the  Government. 

Independent  Sovereignty. 

A.  Appeal  to  Congress  for  recognition. 

Opposition  in  Congress  and  reasons. 

B.  Annexations  from  New  Hampshire  and  New  York. 
Resolves  in  Congress  asking  for  retuni  of  annexed 

territory ;  Vermont  complies. 

C.  Negotiations  with  New  York. 

D.  Vermont  admitted  to  the  Union,  March  4,  f791. 

E.  Life  of  the  People. 

Churches  and  schools;  dress,  travel,  amusements; 
construction  of  roads;  industries;  Capt.  Sami 
Morey,  Mathew  Lyon;  political  parties. 


Vermont  History 


255 

VI.  TheWar  of  1812. 

A.  Causes  of  the  War. 

B.  Attitude  in  Vermont  toward  the  War. 

C.  Events. 

1.  Operations  on  Lake  Champlain,  1812. 

2.  Battle  of  Plattsburg,  September  11,  1814. 

3.  Effect  of  the  war  on  conditions  in  Vermont . 

VII.  The  Civil  War. 

A.  Causes  of  the  War.  (Brief  Review^). 

B.  Fort  Sumter  and  the  call  for  volunteers. 

C.  The  Vermont  Regiments. 

D.  The  St.  Alhans  Raid. 

VIII.  The  War  with  Spain. 

A.  Vermont' s  Response  to  the  call  for  Troops. 

.  B.  Distinguished  Commanders. 

Admiral  George  Dewey. 

Captain  Charles  Clark. 

IX.  The  World  War. 

Vermont’s  part  in  the  War. 

Soldiers  who  participated. 

Their  services  in  France. 

Vermonters  who  helped  at  home. 

Food  conservation. 

Liberty  Loans  and  thrift. 

X.  Special  Topics  for  Study. 

A.  Trade  and  Transportation. 

The  Champlain  Canal.  Lake  traffic,  character 
and  destination.  Growth  of  railways.  The 
finst  railroad  in  the  state;  principal  lines  in  state. 
Old  Stage  Routes. 

B.  Manufacturing  and  Business  Enterprises. 

C.  Temperance  Laws  in  Vermont.  The  present  Liquor 

Law. 

D.  The  Anti-Slavery  movement  in  Vermont.  The  Under¬ 

ground  Railway. 


256 


Vermont  Course  or  Study 


E.  Political  Parties. 

F.  T he  different  State  Houses. 

G.  The  Formation  of  Counties. 

•  H.  Establishment  of  the  Senate,  1836. 

I.  The  Vermont  Flag  and  Coat  of  Arms. 

J.  The  Fenian  Raid. 

K.  Education. 

The  present  system  of  public  schools;  sources  of 
revenue  for  support  of  public  schools ;  im¬ 
portant  changes  in  the  school  systems;  expert 
supervision;  teacher  training.  Colleges. 

L.  Prominent  Vermonters. 

In  Politics.  Justin  S.  Morrill,  George  F.  Edmunds, 
Edward  J.  Phelps.  Present  Congressmen. 

Writers.  D.  P.  Thompson,  Rowland  Robinson, 
John  G.  Saxe,  Julia  C.  R.  Dorr,  C.  G.  Eastmail. 

Artists.  Thomas  Powers,  Larkin  G.  Mead. 

This  is  only  a  partial  list  but  the  class  should  become  familiar 
with  the  names  of  men  prominent  in  politics  of  the  present  time, 
also  with  men  and  women  of  the  state  who  are  prominent  in  any 
field  of  activity. 


Vermont  Civics 


257 


? 


VERMONT  CIVICS 

I 

The  purpose  of  this  outline  is  to  familiarize  the  pupils  with 
the  organization  of  town  and  state  government,  and  to  instruct 
them  in  their  duties  and  privileges  as  citizens.  Social  and  civic 
duties  should  be  more  strongly  emphasized  than  the  mere  facts  of 
civics. 

The  work  is  divided  into  two  parts,  the  Intermediate  Outline, 
to  be  developed  in  Grades  4  to  6,  and  the  Advanced  Outline,  for 
Grades  7  or  8. 


I.  INTERMEDIATE  OUTLINE 

Teach  home  and  school  government.  Lead  the  pupils  to  see 
that  they  are  observing  the  fundamental  forms  of  government 
in  the  organization  of  their  team  games  in  baseball,  football,  and 
clubs  and  societies.  How  would  a  game  of  ball  be  played  with 
pleasure  or  profit  if  no  rules  were  agreed  upon  or  observed  ?  What 
is  the  need  of  an  umpire?  Why  does  a  community  need  laws? 
How  do  we  consider  a  person  who  refuses  to  observe  th^se  law’^s  ? 
Should  he  be  compelled  to  if  he  remains  in  the  community  ?  How  ? 
When  and  why  should  dues  be  paid  in  a  club  organization  ?  Lead 
through  this  thought  to  the  subject  of  taxes  for  public  benefits. 

Discuss  the  following  subjects  but  do  not  push  these  subjects 
in  the  Intermediate  Period  beyond  the  comprehension  of  the 
pupils.  Better  w'ait  until  the  Grammar  Period  as  pupils  are  not 
prepared  for 'details. 


Town 

Place  before  the  pupils  a  map  of  the  state  with  the  counties 
and  towns  clearly  marked.  Let  them  locate  their  town,  draw 
the  same,  and  name  the  adjacent  towns.  Lead  them  to  observe 
that  towns  are  sections  of  a  county  as  the  counties  are  sections  of  , 
a  state,  and  a  state  a  section  of  the  United  States.  Show  the 
reason  for  a  town  government;  that  a  limited  territory,  as  a  town, 
has  like  interests  and  hence  like  obligations.  Discuss  in  general 


> 


258 


Vermont  Course  of  Study 


the  building  and  repairs  of  town  roads;  the  support  of  the  town 
poor;  building  and  repairing  of  town  school  houses  and  main¬ 
taining  of  schools  and  other  matters  of  local  interest. 

Before  Vermont  was  organized  as  a  separate  state,  most  of 
the  towns  were  established  by  charters  or  grants  from  the 
governor  of  New  Hampshire,  hence  the  name  New  Hampshire 
Grants,  which  was  in  early  days  given  to  the  territoiy^  which 
later  became  Vermont. 

Incorporation  of  towns:  General  assembly  empowered  to 
constitute  towns.  It  m.ay  create  a  town  out  of  a  part  of  another 
or  unite  two  or  more  towns. 

Number:  In  1921  there  are  242  organized  towns,  8  unor¬ 
ganized  towns  or  gores,  and  7  cities.  In  March,  1922  Winooski 
will  become  the  eighth  city  in  the  state.  If  there  are  20  families 
in  an  unorganized  town  it  must  organize  as  a  town  and  may  if 
there  are  15  families. 

General  elections:  When?  Comm.encing  with  the  year  1914 
to  be  held  on  the  Tuesday  after  the  first  Monday  in  November 
of  each  even  year,  to  elect  representatives  to  Congress;  state  and 
county  officers;  town  representatives.  In  years  divisible  by 
four  a  general  election  is  held  to  elect  presidential  electors  on 
the  same  day. 

Voters:  Citizens  both  men  and  women,  with  certain  re¬ 
strictions  of  age,  residence,  and  freeman’s  oath.  At  local  town 
or  city  meetings,  voters  must  also  have  paid  their  taxes,  including 
poll  taxes. 

Warning:  The  teacher  should  obtain  a  copy  of  the  warning 
and  with  the  pupds  study  its  purpose  and  contents.  , 

Method  of  election: 

Same  throughout  the  state. 

Nomination  of  candidates. 

Making  of  check  list. 

Preparation  of  ballots  and  voting  places. 

Voting  and  counting  of  votes. 

General  Election  Officers:  Constable,  or  in  absence  a  select¬ 
man,  or  if  he  be  disqualified,  a  justice  of  the  peace.  Four  bal¬ 
lot  clerks,  two  assistant  clerks.  Duties.  Board  of  Civil  Au¬ 
thority  which  counts  the  votes. 


Vermont  Civics 


259 


Local  Town  Meeting  Time:  Annual  town  meetings  first 
Tuesday  in  March.  Selectmen  call  special  meeting.  When? 
Warning.  By  whom?  When?  Where?  Why?  The  teacher 
should  procure  a  warning  and  bring  it  before  the  class.  If  possible 
attend  with  the  class  a  town  meeting,  or  if  pupils  attend,  have 
the  same  reported  in  class. 

Business  of  Meetings: 

Election  of  moderator. 

Election  of  town  officers. 

Important  items  of  interest  as  set  forth  in  the  warning. 

Method  of  voting: — Usually  by  a  viva  voce.  ^ 

By  a  written  demand  of  twenty  voters,  seasonably  filed 
with  the  town  clerk,  certain  officers  must  be  elected 
by  ballot  or  a  check  list  used.  In  towns  of  more  than 
eight  thousand  inhabitants  the  Australian  method  of 
the  secret  ballot  is  used.  In  towns  of  from  three  to 
eight  thousand  people  it  is  by  direct  vote. 


Officers — 


Moderator  Duties 

Town  Clerk  “ 

School  Director  “ 

Selectmen  “ 

Treasurer  “ 

Justice  of  the  Peace  “ 

Overseer  of  the  Poor  “ 

Constable  “ 

Auditors  “ 

Road  Commissioner  “ 

Town  Agent  “ 

f  Town  Clerk 


Board  of  Civil  Authority 


'  Selectmen 


Duties 
'  of  the 


Justices  of  Peace 


board. 


Listers  “ 

Discuss  Taxation:  Its  purpose;  grand  list;  poll  tax; license; 
tax  on  peddlers,  circuses,  and  auctioneers;  inheritance,  corpora¬ 
tion  and  other  taxes,  local  and  state  taxes. 


260 


Vermont  Course  of  Study 


It  is  not  expected  the  discussion  of  the  above  subjects  will 
be  as  detailed  in  the  Intermediate  Period  as  in  the  Grammar 
Period  when  the  subject  should  be  review'ed  and  more  advanced 
thought  given  it.  The  pupils  should  know  the  names  of  their 
town  officers  and  some  of  their  duties. 

Cities:  Number  in  Vermont  7  (8  in  1922). 

A  special  charter  granted  by  the  General  Assembly. 

Object — To  administer  local  city  affairs. 

Wards — Divisions  of  city. 

Principal  officers  of  the  city : 

Mayor. 

Board  of  Aldermen — Members  elected  from  wards' to 
make  a  legislative  department. 

Mayor  and  aldermen  acting  together  make  the  City  Council 
having  control  of  the  following  departments;  Fire  department, 
street  department,  police  department,  school  department.  Each 
department  should  be  worked  out  according  to  the  city  in  wEich 
the  school  is  located. 

Cities  in  order  of  establishment — • 

Vergennes,  Burlington,  Rutland,  Montpelier,  Barre,  St. 
Albans,  Newport,  Winooski  (in  1922). 

Villages: 

Charter — 'How  obtained.  By  special  act  of  legislature. 
Officers — Village  president. 

Three  or  more  trustees  or  bailiffs. 

Duties — 'Chiefly  to  care  for  and  light  the  streets,  la}'  out  and 
care  for  the  parks,  to  construct  sewers,  to  maintain 
police  force,  and  fire  department,  provide  water 
supply,  etc. 

Counties: 

Hang  a  map  of  the  state  before  the  class  and  locate  the  coun¬ 
ties;  bound  by  counties  the  county  in  which  the  pupils  live. 
Notice  number — 14.  Purpose  of  county  organization — Chiefly 
for  legal  protection  and  justice  and  prevention  of  crime. 

Shire  town  or  cormty  seat — Town  in  which  is  located  the 
county  court  house,  and  jail.  Each  county  has  one  such  town 
except  Bennington,  which  has  two. 


Vermont  Civics 


261 


County  Officers:  Judges  qf  probate. 

Assistant  judges. 

.  Sheriff. 

High  bailiff. 

State’s  attorney. 

Clerk. 

Auditor. 

Treasurer. 

Senator. 

Length  of  term  of  each  senator — 'How  chosen. 

Duties. 

Congressional  Districts: 

Two  for  the  election  of  representatives  to  Congress.  First 
district — Coimties  of  Addison,  Bennington,  Chittenden,  Frank¬ 
lin,  Grand  Isle,  Lamoille,  Rutland.  Second  district — Counties 
of  Caledonia,  Essex,  Orange,  Orleans,  Washington,  Windham, 
Windsor. 


GRAMMAR  PERIOD 

Give  a  thorough  detailed  review  of  the  work  as  outlined 
under  Intermediate  Period.  Study  State  and  United  States 
government.  < 


State 

Have  before  the  class  the  map  of  Vermont  upon  which  coun¬ 
ties  and  towns  are  outlined.  Locate  the  capital.  ^Show  pictures 
of  state  buildings.  Give  suggestive  questions  as:  Why  do  we 
have  a  state  government?  How  was  the  state  formed?  Relate 
the  civics  closely  to  the  state  history.  What  is  a  state  constitution  ? 
When  was  Vermont  made  a  state?  Who  is  the  chief  official? 
Into  how  many  departments  is  the  government  divided?  What 
are  they  ?  Function  of  each  ? 

Legislative  Department. 

Sessions — How  often  held  ? 

Senate. 

Number  of  members — ’Thirty. 


262 


Vermont  Course  of  Study 


How  apportioned — How  elected  and  eligibility.  See  State 
Constitution. 

Term  of  office — Two  years  beginning  with  the  first  Wednes¬ 
day  after  the  first  Monday  of  January  following  their  election. 

Salary — Four  himdred  dollars  for  the  regular  session,  and 
twenty  .cents  mileage  between  home  and  capital  and  return. 
(One  charge  per  season). 

Presiding  Officer  —  Lieutenant-Governor  —  Salary  —  Eight 
himdred  dollars  for  the  regular  session  and  twenty  cents  mileage 
between  home  and  capital  and  return  (One  charge). 

Secretary  of  the  Senate — Salary  $10.  per  day. 

Duties  of  Senators — See  State  Constitution. 

The  Senate  elects  a  chaplain  and  a  secretary  who  appoints 
an  assistant  secretary.  These  persons  are  not  members  of  the 
Senate.  Joint  assembly  of  two  houses.  Officers  elected. 

Biennial  Session — Beginning  first  Wednesday  after  the  first 
Monday  of  January  of  the  odd  years. 

Quorum — Majority  of  each  house  forms  a  quorum. 

House  of  Representatives. 

Number  of  Members — Each  town  or  city  has  one  represen¬ 
tative. 

Eligibility — Secs.  7,  8,  18,' 26,  State  Constitution.. 

Term  of  Office — Two  years. 

Salary — Speaker  of  the  House,  same  as  presiding  officer  of 
Senate.  Clerk  $12.  per  day.  Members  same  as  Senators. 

Powers  and  Duties- — See  State  Constitution.  , 

Quorum — A  majority  of  all  members  constitutes  a  quorum, 
except  for  raising  a  state  tax,  when  two-thirds  of  the  members 
must  be  present. 

The  class  should  study  carefully,  “The  Making  of  Laws;” 
“Committees,”  and  “Amendments.” 

Executive  Department 

Officers — Governor,  Lieutenant  Governor,  Auditor  of  Ac¬ 
counts,  Treasurer,  Secretary  of  State,  Attorney  General. 

Election — First  Tuesday  after  first  Monday  of  November  of 
the  even  years.  Majority  vote  required.  In  case  of  no  election 


f 


( 


Vermont  Civics  263 

by  freemen,  the  Senate  and  House  of  Representatives  elect  to 
fill  the  office. 

Eligibility — 'See  State  Constitution. 

Salaries — ’Salaries  are  fixed  by  Legislature.  Governor — 
Annual  salary  $3,000.  Treasurer  $3;000.  Secretary  of  State 
$3,500.  Auditor  of  Accounts  $3,500.  Attorney  General  $3,500. 

In  addition  to  salaries,  state  officers  are  allowed  their  ex¬ 
penses  incurred  in  discharge  of  their  duties. 

Governor — Tenn  two  years. 

Salary — Stated  under  Executive  officers. 

Qualifications — See  State  Constitution.  ' 

Powers  and  Duties — See  State  Constitution. 

Lieutenant  Governor — Term  two  years. 

Salary — Stated  under  Executive  officers. 

Qualifications — See  State  Constitution. 

Powers  and  Duties — See  State  Constitution. 

Treasurer — ’Same  outline  as  Lieutenant  Governor. 

Auditor  of  Accounts — Same  outline  as  Lieutenant  Governor. 

Secretary  of  State — ^Same  outline  as  Lieutenant  Governor. 

Attorney  General — ^Same  outline  as  Lieutenant  Governor. 

Duties — For  duties  of  officials  consult  Vermont  Legislative 
Directory  for  1921. 

Board  of  Education — Five  members  appointed  by  the  Gov-  * 
ernor  who  have  general  charge  of  the  educational  system. of  the 
State. 

School  Unions — The  various  towns  are  arranged  in  groups  or 
unions  by  the  board  of  education.  Each  union  is'  in  charge  of  a 
district  superintendent  of  schools.  A  town  or  city  having  thirty 
or  more  teachers  may  vote  to  be  a  district. 

Union  Superintendents — Supervisors  of  schools  of  towns 
united  as  a  School  Union. 

Duties — Charge  of  school  affairs  in  his.  union.  Supervise 
purchasing^  and  distribution  of  school  books  and  supplies.  Re¬ 
turn  reports  of  various  facts  to  State  School  Department.  Pre¬ 
pare  course  of  study.  Supervise  work  of  pupils  and  teachers. 
Hear  appeals  from  decision  of  school  directors.  For  further 
duties  refer  to  Manual  of  School  Laws. 

School  Directors — Direct  managers  of  schools. 


264 


Vermont  Course  of  Study 


Number — Three.  One  elected  each  year  at  town  meeting. 

Duties — Care  of  school  property ;  determine  number  and  lo¬ 
cation  of  the  schools;  employ  and  discharge  teachers;  appoint 
annually  a  superintendent  of  schools  and  fix  his  compensation. 
Furnish  at  expense  of  town  text-books  and  appliances  required 
by  law. 

Militia — See  Sec.  22,  State  Constitution. 

State  Boards  and  Commissions  as  follows: 

Bank  Comjmission — Duties. 

Board  of  Agriculture  and  Forestry — Duties. 

Board  of  Health — Duties. 

Public  Service  Commission. 

Fish  and  Game  Commissions. 

Board  of  Penal  Institutions.  • 

Supervisor  of  Insane. 

Library  Commissions. 

Board  of  Medical  Registration. 

Judiciary  Department 

Vested  in  a  Supreme  Court,  County  Court,  Probate  Court, 
Municipal  or  City  Court,  Justice  of  Peace.  See  Sec.  45. 

Justices  of  Supreme  Court  and  Superior  Judges — How  chosen 
— See  Constitution,  Articles  14,  17,  18,  24. 

Salaries — Chief  Justice  $5,500,  associate  justices  $5,000. 

Municipal  or  City  and  Justice  Courts.  Minor  cases.  Cases 
may  be  appealed;  cases  may  be  tried  by  jury. 

Probate  Courts — Number,  20,  edch  presided  over  by  a  single 
judge. 

Power — Establish  or  disallow  wills- — select  guardians — settle 
estates — consent  to  adoption  of  children — commit  insane  persons 
to  State  Insane  Hospital,  certain  classes  of  juvenile  offenders. 

County  Court — One  superior  judge,  two  assistant  judges, 
two  terms  eafch  year  in  each  county,  has  original  and  exclusive 
jurisdiction  of  civil  and  criminal  cases  except  those  tried  by 
justice  of  peace  or  municipal  or  city  courts,  appellate  jurisdiction 
in  cases  appealed  from  lower  courts.  Cases  may  be  carried  to 
Supreme  Court. 


Vermont  Civics 


265 


Supreme  Court — Supreme  Court,  consists  of  chief  justice 
and  four  associate  justices.  General  terms  held  each  year  in 
January",  February,  May,  October,- and  November  at  Mont¬ 
pelier  and  special  terms  at  Rutland,  St.  Johnsbury  and  Brattle- 
boro.  Determines  questions  of  law  brought  from  lower  courts, 
issues  certain  writs  and  processes  to  inferior  courts,  to  corpora¬ 
tions  and  individuals  necessary  to  justice  and  law. 

United  States  Courts — 'In  the  Judicial  Department  of  the 
U.  S.,  Vermont,  New  York,  and  Connecticut  form  the  Second 
Circuit.  Vermont  constitutes  by  itself  a  single  judicial  district. 
The  District  Court  holds  regular  sessions  at  Burlington,  Rutland, 
Windsor  and  Brattleboro. 


266 


Vermont  Course  of  Study 


Xin.  PENMANSHIP 

The  ends  to  be  sought  in  teaching  are  evident: — 

1st.  The  ability  to  write  a  clear,  legible,  even  and  beauti¬ 
ful  script. 

2nd.  The  ability  to  write  with  good  speed. 

3d.  The  maintenance  of  good,  hygienic  position. 

4th.  The  habit  of  wanting  w^ell  at  all  times. 

It  will  be  noted  that  in  a  large  sense  the  above  ends  are  also 
the  fundamicntal  principles  of  methods  to  be  employed.  Hence 
it  is  essential  that  the  teacher  insist  upon  them  in  all  written 
exercises,  especially  to  see  that  the  instructions  and  practices  of 
the  penmanship  period  are  carried  over  into  all  other  written 
exercises.  Vigilance  on  the  part  of  the  teacher  and  the  formation 
of  correct  habits  by  the  pupil  are  of  particular  value  in  acquiring 
and  retaining  good  penmanship. 

The  following  points  should  be  obser^^ed  always,  in  all 
grades,  in  all  written  work. 

1.  Good  writing  position.  (1)  Back  straight;  (2)  feet  flat 
on  floor;  (3)  head  up;  (4)  both  arms  on  desk;  (5)  body  not 
twisted;  (6)  penholder -or  pencil  held  lightly  and  pointing  over 
shoulder. 

2.  Neatness.  All  WTitten  exercises  should  be  light,  even  in 
size,  orderly  in  arrangement  and  clean  (free  from  dirt,  smooches 
and  blots).  These  things  go  far  toward  securing  good  results. 
Light  strokes  make  good  control  possible  as  well  as  producing 
a  pleasing  result,  while  heavy  strokes  prevent  control.  The 
child  should  continually  watch  out  to  see  that  the  size  of  his 
letters  remains  the  same,  especially  when  engaged  in  unsupervdsed 
work  in  arithmetic,  grammar,  language,  geography,  etc.  The 
teacher  should  in  this  connection  give  careful  instruction  for 
and  insist  upon  the  orderly,  neat  arrangement  and  execution  of 
all  written  w^ork.  Especially  see  that  paper  and  space  enough 
are  allow'ed  to  prevent  crow'ding.  Insist  upon  careful  w'ork  and 
do  not  permit  nor  accept  careless,  slovenly,  scrawling  w'ork. 

3.  Freedom  of  movement.  This  wdll  be  secured  in  lower 


Penmanship 


267 


grades  only  by  'much  practice  at  blackboard  and  in  large  writing 
on  paper.  Ordinary  sized  letters  should  be  adopted  not  earlier 
than  the  third  or  fourth  grade,  and  undersized  letters  must  not  be 
tolerated  in  any  grade.  The  free  arm  movement  should  be  cul¬ 
tivated  from  the  outset,  but  especially  from  the  beginning  of  the 
fourth  grade. 

4.  The  correct  formation  and  even  spacing  of  letters.  This  is 
accomplished  by  incessant  study  and  practice  of  single  letters 
and  simple  groups  of  letters  until  they  are  mastered.  The 
points  to  be  observed  in  this  work  are : —  * 

1.  Exact  form  of  capitals  and  small  letters  as  given 

in  copy  books  or  other  models. 

2.  Smooth,  round  letters. 

3.  Proper  width,  height,  and  proportion  of  parts  of 

letters. 

4.  Correct  slant,  constantly  maintained. 

5.  Even,  generous  spacing.  This  is  generally  too 

much  neglected.  It  should  be^developed  by 
rhythmic  counting,  slides,  movement  exercises, 
and  writing  letters  in  series. 

6.  Execution  with  light  strokes,  good  movement 

and  position. 

5.  Adoption  and  maintenance  of  one  style  for  all  work.  Much 
destructive  work  is  done  by  variation  of  practice.  (1)  All 
blackboard  work,  by  teacher  and  pupils,  should  be  horizontal, 
as  perfect  and  neat  as  possible,  and  like  the  system  of  penman¬ 
ship  used.  (2)  The  same  system  of  penmanship  and  methods 
of  instruction  must  be  used  in  all  grades.  Differences  in  in¬ 
dividual  teachers’  methods  are  confusing  and  harmful.  Study 
the  system  in  use  and  conform  to  it  absolutely.  (3)  Pupils  must 
use  the  same  style  and  method  in  all  written  work  that  is  em¬ 
ployed  during  the  formal  penmanship  lesson.  Anything  else 
is  practice  in  a  conflicting  method  and  will  nullify  regular  instruc¬ 
tion  and  render  improvement  difficult  if  not  impossible. 

6.  Attention  to  details.  Good  handwriting,  while  it  is 
largely  an  art,  is  one  of  very  exact  nature,  and  is  acquired  by 
strict  observance  of  fine  details  of  form  and  execution.  The 
exact  dotting  of  Ts,  crossing  of  t's,  the  even  height  of  tall  letters. 


268 


Vermont  Course  of  Study 


the  equal  size  of  similar  loops  and  of  the  repeated  units  of  u's, 
n’s,  and  m's,  the  maintenance  of  constant  slant,  the  analysis  and 
mastery  of  the  form  of  capitals,  the  elimination  or  correction  of 
little  faults,  unfaltering  attention  to  neatness  and  arrangement — 
all  such  details  must  be  observed  and  mastered  in  order  to  be¬ 
come  good  penmen. 

/ 

7.  Development  of  proper  speed.  This  will  vary  greatly  in 
lower  grades  where  form  is  being  learned  and  in  upper  grades 
where  round,  smooth  letters,  rhythm,  movement  and  economy  of 
time  are  emphasized.  The  teacher  must  exercise  careful  judg¬ 
ment  in  this  matter,  both  for  the  class  and  the  individuals.  The 
following  standard  of  speed  (Freeman)  is  suggested  for  general 
(mixed)  work. 

Grades .  II.  III.  IV.  V.  VI.  VII.  VIII. 

Letters  per  min.  36  48  56  65  72  80  90 

8.  Create  and  maintain  interest  and  pride  in  the  work. 

Devices  to  accomplish  this  are: — 

1.  Praise  and  commendation. 

2.  Display  of  good  work  on  bulletin  board. 

3.  Monthly  or  weekly  papers  marked  and  kept 

to  show  progress. 

4.  Use  of  measuring  scales — Ayres,  Gettysburg, 

Thorndike,  Palmer,  Zaner,  etc. 

THE  WRITING  LESSON 

The  writing  lesson  should  not  be  held  when  the  muscles  are 
unsteady  from  physical  exercise,  nor  should  it  be  given  when 
pupils  are  so  exhausted  as  to  render  them  incapable  of  strong 
concentration  and  of  the  proper  exercise  of  wdll-power. 

Movement  exercises  should  precede  the  practice  of  letters, 
words  and  sentences. 

Counting  gives  a  rhythmical  uniformity  to  movement,  creates 
enthusiasm  and  sets  the  pace  as  to  speed  for  practice.  Exercises, 
principles,  letters  and  letter  exercises  (letters  joined)  can  be 
counted  very  successfully.  In  exercises,  one  count  is  given  usual- 


Penmanship 


269 


ly  for  each  down  stroke;  in  principles,  one  or  two  counts  for  each, 
and  in  letters,  two  or  three  counts  for  each.  , 

At  the  beginning  of  each  lesson,  emphasize  position  of 
body,  penholding,  form  and  movement  and  give  individual 
promptings  during  the  lesson  as  occasion  demands. 

The  blackboard  should  be  used  to  illustrate  form,  to  criticise 
common  faults,  and  to  instruct  by  example. 

Form  and  movement  are  kept  as  closely  related  as  possible 
at  all  times. 

Help  pupils  to  improve,  first  by  finding  the  error;  second,  by 
explaining  the  cause;  and  third,  by  giving  a  remedy. 

Devote  one-half  of  each  lesson  to  movement  drills  and 
muscle  training,  and  the  other  to  form  and  details  of  execution. 

Ink  on  desks  and  floor,  and  unwiped  pens  are  marks  of 
slovenliness,  which  is  not  to  be  tolerated. 

If  copy-books  are  used,  one  book  should  last  a  pupil  a  year, 
as  most  of  the  practice  should  be  done  on  practice  paper.  The 
work  in  the  copy-books  should  be  done  under  the  direction  of 
the  teacher — it  is  but  a  record  of  progress.  Such  a  record  is 
rarely  a  record  of  value  as  the  effort  to  do  well  retards  movement. 
It  is  better  to  preserve  specimens  from  regular  work  and  make 
comparisons  with  previous  specimens  each  month. 

WORK  BY  GRADES 

This  will  be  fully  given  in  the  system  of  penmanship  adopted. 
.The  work  outlined  should  be  carefully  and  rigorously  followed. 
The  teacher  in  this  subject  should  adopt  the  method  provided 
and  perfect  herself  in  its  execution  and  presentation,  and  in  no 
case  endeavor  to  develop  a  different  method  of  her  own.  The 
result  in  such  a  case  will  be  disastrous  to  her  pupils. 

In  addition  to  or  application  of  general  requirements  for  all 
grades  the  following  points  are  suggested  for  special  emphasis,  in 
connection  with  whatever  system  is  in  use. 

GRADE  ONE 

Drawing  objects  on  blackboard  which  call  for  free  strokes — 


270 


Vermont  Course  of  Study 


hoops,  balls,  waves,  illustrations  of  games.  Tracing  and  copying 
letters  and  words  on  blackboard — large  size.  ' 

Tracing  and  copying  large  size  objects  and  letters  on  paper. 
Teacher  should  always  place  copy  on  board  and  illustrate  exe¬ 
cution. 

Use  at  first  unruled,  then  wide  spaced  paper.  Use  large, 
soft  pencils  that  will  write  with  little  friction  or  pressure.  Give 
much  practice  on  simple  letters  involving  principles  of  letters — 
i,  u,  n,  w,  I,  y,  0,  a, — and  easy  capitals  to  develop  control  and  uni¬ 
formity. 

See  that  letters  and  figures  are  made  by  proper  stroking, 
not  in  freakish  ways. 

Time  allotment:  15  minutes  per  day;  75  minutes  per  week. 

GRADE  TWO 

Continue  blackboard  practice.  Keep  writing  on  paper 
large.  Use  wide  spaced  paper.  Use  pencils  only. 

Have  desks  clear,  and  paper  placed  at  slight  angle. 

Secure  hygienic  position.  Pay  special  attention  to  position 
of  left-handed  children.  (Do  not '  try  to  change  pronounced 
cases  to  right  handed  writers). 

Explain  elements  of  letters,  formation,  execution  very 
clearly.  Pick  out  general  errors  and  correct  one  at  a  time. 
Establish  form  and  writing  by  drill. 

Do  not  give  children  a  large  amount  of  unsupervised  written 
exercises  or  copying  for  seat  work. 

Emphasize  simple  letters  and  w^ords  and  well  made  capitals. 

Small  letters  should  not  be  less  than  34  more  than 

inch  high. 

Use  excellent  blackboard  copies  very  freely. 

Time  allotment:  15  minutes  per  day;  75  minutes  per  week. 

GRADE  THREE 

Note  suggestions  for  Grade  Two  and  general  suggestions 
for  all  grades. 

Emphasize  study  and  mastery  of  correct  forms  of  letters  in 
this  grade. 


Penmanship 


271 


Pay  particular  'attention  to  uniformity  of  height,  slant  and 
shape  of  letters  and  evenness  of’  spacing. 

Do  not  over-emphasize  movement  drills,  but  see  that  posi¬ 
tion  is  good  and  movement  free  and  easy. 

Size  of  small  letters  should  be  about  t\  inch  high — ^not 
smaller. 

Insist  that  all  written  work  shall  conform  to  practice  and 
standards  set.  Do  not  accept  slovenly  work. 

Teacher’s  writing  should  set  an  example  for  the  class. 

Use  ink  in  this  grade,  but  sparingly. 

Time  allotment:  15  minutes  per  day;  75  minutes  per  week. 

GRADE  FOUR 

a 

Correct  form  should  have  been  secured  at  the  end  of  the 
third  grade,  also  a  good  degree  of  uniformity  in  size,  slant,  form 
and  spacing,  a  light  smooth  stroke,  good  position,  and  free,  easy 
execution. 

The  particular  task  in  this  grade  is  to  further  perfect  these 
things  and  to  fix  good  habits. 

Arm  movement  exercises  should  be  now  emphasized.  Skill 
and  speed  should  increase. 

Pen  and  ink  should  be  used  in  all  drill  exercises,  and  generally 
in  written  work. 

Stress  exercises  upon  elements  and  simple  letters  and  words 
for  perfect  execution  of  details.  » 

Note  and  follow  general  directions  carefully. 

Time  allotment : — ’75  to  80  minutes  weekly. 

GRADES  FIVE  TO  EIGHT 

In  these  grades  there  is  a  strong  likelihood  of  penmanship 
deteriorating  through  (1)  carelessness,  (2)  excessive  written  work 
in  other  school  subjects,  (3)  development  of  individuality,  (4) 
indifference.  This  tendency  must  be  constantly  opposed.  In¬ 
terest  must  be  aroused  and  kept  up  by  various  devices. 

Skill  in  the  art  of  penmanship — the  attainment  of  fine 
hand-writing  as  a  desirable  accomplishment — must  be  sought  fof. 

Work  for  all  the  elements  of  excellence — (1)  legibility,  (2) 


•272 


VerxMOnt  Course  of  Study 


efvennuss,  (3)  beauty,  (4)  style,  (5)  ease,  (6)  bharacter,  (7^  speed, 
(8)  movement,  (9)  good  technique. 

Emphasize  continually  necessity  of  application  of  these 
elements  to  all  written  work. 

Study  adaptation  of  penmanship  to  different  uses — arith¬ 
metic,  letters,  outlines,  bookkeeping,  etc. 

Teach  forms  and  usages  in  business,  social  and  formal 
correspondence . 

Use  measuring  scales  regularly. 

Insist  upon  pupil’s  best  work  always. 

Time  allotment: — 60  to  80  minutes  weekly,  not  less  than 
-.three  formal  lessons  per  week. 


/ 


Music 


273 


XIV.  MUSIC 

‘  ‘Education  means  essentially  the  same  whether  the  specific 
mode  of  thought  be  mathematics,  language  or  music,  and  it 
carries  into  the  realm  of  music  the  same  laws  of  development  of 
capacity  to  think  that  obtain  in  regard  to  other  mental 
activities.  ” 

Rosette  G.  Cole. 

If  we  recognize  as  the  aim  in  the  study  of  music  “the  de¬ 
velopment  of  the  capacity  to  think”  along  musical  lines,  we  must 
expect  to  find  results  of  music  teaching  both  in  school  and  out  of 
school. 

In  school  we  should  expect  to  find  increased  facility  in  group 
singing,  better. tonal  quality,  and  an  increasing  appreciation  of 
music.  Out  of  school  the  results  of  the  teaching  should  show  in 
increased  attendance  at  good  concerts,  larger  number  of  students 
taking  private  lessons,  more  time  given  to  singing  in  the  home  and 
an  interest  in  local  bands,  orchestras,  or  choral  societies,  a  de¬ 
mand  for  community  signing,  the  purchase  of  a  better  type  of 
records  for  talking  machines  and  an  improvement  in  the  music 
of  the  church  service. 

TIME  GIVEN  TO  MUSIC 

i 

Music  is  both  an  art  and  a  science.  The  amount  of  time 
given  to  it  as  a  science  determines  in  a  large  part  the  effectiveness 
of  the  music  work.  Fifteen  minutes  a  day,  the  time  usually 
given,  is  not  sufficient  to  develop  both  sides  of  the  study.  How¬ 
ever,  in  some  cases,  so  much  attention  is  placed  upon  the  science — • 
the  mere  learning  to  read — that  the  music  period  ceases  to  be 
a  joy.  Of  course  there  should  be  hard  lessons  since  increased 
pleasure  comes  through  the  joy  of  mastering  a  difficult  problem, 
but  in  our  use  of  music  as  a  science,  let  us  not  forget  that  music 
as  an  art  exists  because  of  the  joy  it  gives.  In  whatever  way 
the  time  is  divided  in  the  lesson  period,  the  sense  for  what  is 


274 


Vermont  Course  of  Study 


orderly  and  harmonious  should  be  cultivated,  and  the  class 
should  gain  a  knowledge  of  tone  quality,  rhythm,  pitch,  loud  or 
soft  singing,  phrasing,  and  articulation. 

CHOICE  OF  MUSIC 

The  choice  of  music  at  first  rests  with  the  teacher.  The 
standards  of  good  taste  in  music  are  not  based  upon  whether 
music  is  “classical”  or  popular.  To  be  a  good  song  for  children 
a  composition  must  'first  have  satisfactory  words.  Let  the  poem 
be  one  the  children  can  enjoy.  Next,  one  should  examine  the 
melody,  which  should  contain  intervals  easy  to  sing,  the  scale 
progressions,  and  the  skips  of  the  fundamental  chords  (like  do¬ 
me-sol-do).  Since  children  are  usually  fond  of  songs  in  which 
the  rhythm  is  marked,  it  is  better  to  choose  songs  with  that  in 
mind.  There  is  a  wide  choice  of  music  in  the  standard  music 
books,  but  there  are  also  poor  songs  in  the  best  collection.  A 
permanent  song — one  that  has  endured  for  several  years — may 
be  either  grave  or  gay,  modem,  or  classical,  but  it  always  has  a 
life  interest  and  is  strong  healthy  music. 

VOICE  CULTURE 

Very  simple  exercises  are  suggested  in  the  course  of  study. 
They  should  help  in  establishing  good  tone  quality  and  better 
breath  control.  To  gain  these  essentials  of  good  singing  use 
exercises  in  which  the  singing  tone  is  held  throughout  in  a  pure 
and  beautiful  quality.  Whenever  the  force  of  the  tone  is  sub¬ 
dued,  remember  to  watch  for  and  avoid  the  breathy  tone  that  is 
the  result  of  the  child’s  first  effort  to  sing  softly.  The  breath 
must  be  behind  the  sound,  not  with  it. 

The  room  should  be  well  ventilated  and  the  air  a  little 
cooler  than  for  ordinary  school  work.  Singing  is  a  physical  ex¬ 
ercise  and  not  a  relaxation,  and  if  the  room  is  too  warm  during 
a  singing  period  the  children  find  it  difficult  to  sing  true  to  the 
pitch. 

<  The  place  of  music  on  the  school  program  should  be  care¬ 
fully  considered.  Care  should  be  taken  to  avoid  having  the 
singing  period  right  after  recess  or  any  violent  exercise.  It 
follows  best  after  hard  mental  labor. 


Music 


275 


EQUIPMENT 

In  regard  to  equipment,  there  is  much  to  say.  A  city  or 
town  system  provides  its  schools  with  music  books.  They  are 
usually  the  property  of  the  school.  Sometimes  books  are  pur¬ 
chased  through  the  efforts  of  the  children  themselves.  To  be  a 
well-equipped  school,  it  is  necessary  that  the  children  should 
each  have  a  book,  and. the  teacher’s  desk  should  be  supplied  with 
several  books  giving  supplementary  songs,  also  a  tuning  fork  or 
pitch  pipe  and  if  possible  there  should  be  either  a  piano  or  organ. 
The  following  music  series  can  all  be  used  for  good  music  teaching. 
Hollis  Dann  Music  Course 
Progressive  Music  Series 
New  Education  Music  Course 
Lyjric  Music  Method 
Natural  Music  Course 
Harmonic  Music  Course  • 

Eleanor  Smith  Music  Course. 

USE  OF  THE  COURSE  OF  STUDY 

The  suggestions  given  in  the  book  for  a  course  in  music  can 
be  carried  out  under  any  system  of  music  study.  A  division  of 
opinion  among  music  teachers  as  to  the  advisability  of  when  to 
begin  to  teach  music  reading  makes.no  difference  in  the  desira¬ 
bility  of  follov/ing  a  certain  method  of  procedure  after  one  does 
begin.  It  is  recommended  here  that  much  stress  be  placed  upon 
tune  and  time  and  tone  quality  through  the  use  of  rote  singing 
in  the  first  two  grades.  If  this  is  well  done  it  will  develop  the 
sense  of  pitch,  a  feeling  for  rhythm  and  an  enjoyment  of  good 
music  that  will  make  better  musicians  later  on  in  the  grades. 
Anyone  who  would  teach  music  reading  the  first  week  of  school 
should  use  rote  singing  as  a  correlation,  but  should  follow  the 
suggestions  for  time  and  tune  under  Grade  III,  using  them  for 
the  first  three  grades. 

RURAL  SCHOOLS 

In  the  ungraded  school,  classes  may  be  organized  by  putting 
the  children  from  the  first  three  grades  together,  and  the  others 


27G 


Vermont  Course  of  Study 


in  a  single  music  class  in  which  pupils  in  the  upper  grades  may 
help  those  in  the  lower  grades  to  acquire  new  things  in  the 
knowledge  of  music. 

The  combinations  of  pupils,  however,  must  be  determined 
by  the  teacher  and  while  the  grade  lines  may  suggest  groupings, 
circumstances  may  determine  just  which  pupils  work  best  to¬ 
gether. 

The  following  music  books  give  a  good  choice  for  rural  school 
work: 

101  Best  Songs. 

>  Twice  55  Community  Songs. 

Progressive  Series  One-book  Course. 

Modern  Music  Series,  One-book  Course. 

MUSICAL  APPRECIATION 

For  this  the  school  needs  a  graphophone  and  if  there  is  none, 
the  first  efforts  of  the  teacher  should  be  to  stimulate  the  children 
to  work  for  one.  Records  may  be  borrowed  as  well  as  purchased. 
What  have  been  called  ‘ ‘listening  lessons”  constitute  a  large  part 
of  the  teaching  in  appreciation,  but  it  is  true  that. children  gain 
some  knowledge  of  appreciation  of  music  through  the  interpreta¬ 
tions  they  give  to  every  song  they  sing.  The  knowledge  they 
gain  through  a  musical  performance  as  well  as  the  close  con¬ 
nection  they  get  in  feeling  for  the  thought  and  meaning  of  a 
composer  when  they  learn  about  his  life  and  ways  of  thinking 
make  for  the  best  type  of  music  appreciation.  Still  it  is  true 
that  one  can  appreciate  the  beautiful  in  any  art  without  the  skill 
to  perform  it.  Carefully  cultivating  the  habit  of  listening  so 
that  musical  ideas  are  formed  will  make  intelligent  critics  of  our 
children.  This  has  been  the  aim  in  the  suggested  course  in  ap¬ 
preciation. 

CLASS  ROOM  WORK 

Daily. 

Simple  vocal  exercises  which  may  be  used  to  lighten  and 
soften  children’s  voices.  Review  singing  of  songs  already 
learned. 


Music 


277 


Sight  reading  exercises. 

The  study  of  new  songs  embod^dng  quality  of  tone,  rhythm, 
tone  relationship,  phrasing  and  mood  with  some  ad¬ 
vanced  fundamental  musical  principle. 

Monthly. 

Study  of  composers,  musical  form  and  folk  music. 

Song  composition. 

GRADES  I  AND  II 

Rote  songs  taken  up  with  the  idea  that  the  following  results 
m.ay  be  attained. 

Voice  Training. 

A.  Correction  of  monotones. 

1st,  the  child  without  any  previo  is  musical 
experience  is  taught  by  imitation  to  use  his 
undeveloped  muscles. 

'  2nd,  the  child  who  lacks  a  musical  ear.  Work 
with  these  children  till  they  recognize  short 
phrases. 

3rd,  abnormal  children.  These  children  need 
special  treatment;  usually  the  school  doctor 
can  help  out. 

B.  Cultivation  of  free,  sweet  and  natural  tones. 
Time. 

Recognition  of  different  rhythms. 

March  4-4:  March  2-4:  Waltz  3-4:  March  6-8: 

Tune. 

To  sing  the  syllables  of  the  scale.  Also  the  tones  of  the 
following  chords : 
do-mi-sol-do 
sol-ti-re 

\ 

fa-la-do 

la-do-mi 

Interpretation. 

Two  ways  of  getting  the  interpretation  from  children. 
1.  By  imitation  of  a- good  model. 


t 


278 


Vermont  Course  of  Study 


2.  By  directing  the  child  to  think  out  for  himself 
the  best  way  to  express  the  sentiments  of 
the  words. 

GRADE  III 

In  this  grade  the  sense  for  pitch  developed  in  the  rote  singing 

of  grades  1  and  2  is  carried  on  into  singing  from  the  staff. 

Voice  Training. 

Practise  breathing  and  tone  exercises  for  about  two  minutes 
before  each  lesson.  Avoid  loud  harsh  tones  but  teach 
medium  force.  Keep  true  to  pitch.  Range  should  not 
go  below  c  nor  above  f. 

Time.  ^ 

Take  up  the  problem  in  music  that  appears  in  the  song  used. 
The  order  of  taking  up  the  key  signatures  does  not  matter 
if  the  child  learns  to  read  by  knowing  where  “do”  is. 
Teach  the  following  signs  during  the  year: — 

Measure,  beat,  time,  signatures,  whole  note,  one-beat  tone 
as  shown  by  quarter  note,  two-beat  tone  by  half -note. 

Time. 

Scale  reading,  singing  of  skips  and  inten^als  from  the  board 
by  imitation,  then  without  help. 

Staff  of  letters,  C-Clef ,  bar,^  double  bar,  fiat,  sharp,  key  sig¬ 
natures,  added  lines. 

Interpretation. 

All  interpretation  taught  first  by  imitation  then  by  pre¬ 
paring  the  child  to  read  and  interpret  the  music  for  him¬ 
self.  See  that  he  understands  the  meaning  the  composer 
had  in  mind.  Be  careful  of  phrasing  for  breath. 

GRADE  IV 

In  this  grade  the  first  steps  are  made  toward  singing  the 

accidentals,  also  the  difficulty  of  the  divided  beat. 

Voice  Training. 

Add  more  exercises  and  make  them  more  difficult.  Be  sure 


Music 


279 


room  is  full  of  fresh  air  for  the  music  lesson.  Remember 
breath  control  is  the  result  of  daily  practice. 

Time. 

Teach  divided  beat  and  dotted  notes. 


Tune. 


Drill  on  scale  intervals,  key  signatures,  how  to  find  do  in 
sharp  keys,  how  to  find  do  in  fiat  keys. 

Sharps  approached  step-wise  from  above — 'all  sou  id  like 


do-ti-do,  as 


2- sharp  1-2 

3- sharp  2-3 

5- sharp  4-5 

6- sharp  5-6 

7- sharp  6-7 


Interpretation. 

Stress  on  good  enunciation.  Better  sing  in  a  foreign  tongue 
than  sing  English  so  no  one  understands  it. 

All  marks  of  expression  and  tempo  in  the  songs  must  be 
explained  by  the  children. 

Interpretation  of  thoughts  and  feelings  musically. 


GRADE  V 


In  this  grade  develop  the  use  of  the  6-8  rhythm  and  continue 
tjie  work  on  accidentals  begun  in  Grade  IV. 

Voice  Training. 

Watch  children  carefully,  that  they  do  not  strain.  Boys’ 
voices  are  stronger  and  clearer  than  girls’.  Stress  on 
quality  of  tone  in  the  exercises  and  the  songs. 

Time. 


6-8  time,  three  tones  to  a  beat,  march  time. 

Teach  triplets  in  connection  with  6-8  march  time  so  difference 
can  be  told. 

Flats  approached  stepwise  from  below,  sung  like  mi-fa-mi. 

1- fiat  2-1 

2- fiat  3-2 

4- fiat  3-4 

5- fiat  6-5 

6- fiat  7-6 


> 


I 


2S0 


Vermont  Course  of  Study 


The  double  flat;  the  double  sharp  natural,  or  cancel.  Sing 
many  roimds  leading  to  two-part  singing. 

Interpretation. 

Articulation  of  final  s,  d  and  t.  Follow  carefully  all  marks 
of  expression  and  tempo.  Teach  that  it  is  only  in  the 
unmarked  song  that  we  have  the  right  to  arrange  these 
things  for  ourselves.  Develop  musical  interpretation  of 
thoughts  and  feelings. 

GRADE  VI 

t 

In  this  grade  teach  the  chromatic  scale  as  a  whole  and  the 

time  problems  that  arise  wdth  four  tones  to  a  beat — 

Voice  Training. 

Fresh  air,  breath  control,  good  tone  and  accurate  pitch. 

Boys’  voices  must  be  watched  from  now  on. 

Girls’  voices  must  not  be  strained,  they  are  growing  weaker. 

0 

Time. 

Triplet,  divided  triplet,  four  notes  to  a  beat,  one  eighth 

.  and  one  sixteenth,  dotted  eighth  and  sixteenth. 

Tune. 

Chromatic  tones  sung  stepwise  and  in  scale.  Three  part 
songs  if  pupils  are  ready. 

Interpretation. 

Have  pupils  understand  that  speed,  diction,  and  a  knowledge 
of  expression  marks  are  a  sign  of  musical  culture. 

Musical  expression  as  before. 

GRADE  VII 

Voice  Training. 

Take  care  not  to  strain  any  voices  of  either  girls  or  boys. 
Light  singing. 

Time. 

Marks  that  signify  meter  in  h^unns.  Syncopation. 

Have  some  vTitten  exercises  and  drill  in  composition  of 
melodies. 


Music 


281 


Tune. 

Keep  a  steady  review  of  all  musical  fundamentals.  Relative 
minor  scales. 

Interpretation. 

Attempt  to  get  the  historical  and  biographical  setting. 

Study  emotional  features  and  their  manner  of  expression. 

GRADE  VIII 

I 

Voice  Training. 

The  boys  are  beginning  to  find  the  use  of  their  new  voices. 
Let  them  sing  what  is  called  tenor-alto  in  some  music, 
but  do  not  let  them  sing  too  low.  Have  many  unison 
songs.  > 

Time. 

Rhythm  and  time  studies  in  compound  time  and  in  recog¬ 
nizing  time  when  the  selection  is  played  before  they  see 
the  books. 

Tune. 

Major  and  minor  scales,  chromatic  scales.  All  keys. 

Interpretation. 

Be  sure  pupils  understand  marks  in  songs  studied.  There 
should  be  some  work  on  instruments.  Thorough  study 
of  standard  songs  and  selections. 

^  TERMS  OF  NOTATION 

Notation — 'The  following  terms  of  notation  must  be  familiar  to 
each  teacher  before  she  attempts  to  instruct  a  class. 

Staff — Five  horizontal  lines  and  four  equal  spaces. 

Leger  lines,  or  Added  Lines, — -light  lines  below  and  above 
the  staff. 

A.  B.  C.  D.  E.  F.  G. — Pitches — the  first  seven  letters  of  the  al¬ 
phabet  by  which  tones  are  designated. 

G  Clef — fixes  G  upon  the  second  line,  around  which  it  turns. 

The  staff  thus  marked  is  called  the  treble  staff. 


282 


Vermont  Course  of  Study 


F  Clef — fixes  F  upon  the  fourth  line  around  which  it  turns. 

The  staff  thus  marked  is  called  the  bass  staff. 

The  Great  Staff — 'The  combined  treble  a  id  bass  staffs, 
formerly  written  as  an  eleven  line  staff.- 

Brace — A  vertical  li  le  which  joins  two  or  more  staffs. 

Bar — -A  bar  is  one  vertical  line. 

Double  bar — a  double  bar  is  two  vertical  lines,  or 
sometimes  two  thick  vertical  lines  (called  enlarged 
bars)  with 

Measure — The  space  between  two  bars,  representing  a 
group  of  strong  and  weak  beats. 

The  Tie — The  tie  is  a  curved  line  joining  two  note  heads  on 
the  same  line  or  space  of  the  staff.  This  indicates  that 
the  two  notes  are  to  be  simg  as  one  tone  with  the  time 
value  of  both. 

The  Slur — The  slur  is  a  curved  line  placed  over  or  under 
two  or  more  notes  on  different  lines  or  spaces  of  the  staff 
and  indicates  that  the  notes  so  joined  are  to  be  simg  to  one 
syllable. 

The  Hold  or  Pause — K  dot  placed  over  or  under  a  small 
curved  line  means  that  the  note  or  rest  near  which  it  is 
placed  is  to  be  held  longer  than  usual. 

Repeat  Signs — Repeat  is  shown  by  dots  immediately  before 
or  after  a  bar.  Music  before  the  bar  should  be  repeated, 
D.  C.  {Da  Capo)  means  repeat  from  the  beginning.  D.  S. 
{Dal  Signo)  means  from  the  sign — repeat.  Al  Finemeaxis 
to  the  end. 

Characters  Affecting  Pitch — 'The  Sharp  raises  the  pitch 
represented  by  one  half  step.  The  double-sharp  raises 
the  pitch  of  a  note  one  whole  step  and  is  used  when  a  note 
has  been  previously  sharped  in  the  signature  or  ’earlier  in  - 

the  same  measure. 

The  Flat  lowers  the  pitch  of  a  note  bygone  half -step.  The 
double-flat  lowers  the  pitch  one  whole  step.  It  is  used 
when  a  note  has  been  previously  flatted  in  the  signature  or 
earlier  in  the  same  measure. 

The  Natural  or  Cancel  removes' the  effect  of  a  sharp  or  flat. 


Music 


283 


It  removes  the  effect  of  one  of  the  two  flats  in  double-flat 
and  one  of  the  two  sharps  in  double  sharp. 

Interval — -An  interval  is  the  difference  in  pitch  between  two 
tones. 

Half-step — 'A  half-step  is  the  smallest  interval  used  in 
modern  music. 

Step — A  step  is  an  interval  containing  two  half -steps. 

Degrees — Degrees  are  the  lines  and  spaces  of  the  staff. 
There  are  nine  degrees  of  the  staff.  By  the  use  of  leger 
lines  these  may  be  extended. 

Major  third — ^A  major  third  is  an  interval  that  embraces 
three  staff  degrees  and  contains  two  steps. 

Minor  third — A  minor  third  is  an  interval  that  embraces 
three  staff  degrees  and  contains  one  step  and  one  half- 
step. 

Scale — A  succession  of  tones  within  the  octave  following 
a  fixed  rule. 

The  Major  Diatonic  Scale — -The  major  diatonic  scale  con¬ 
sists  of  a  succession  of  steps  and  half -steps  arranged  as 
follows.  Half-step  between  3  and  4,  and  between  7  and  8, 
the  rest  steps.  A  major  scale  is  so  named  because  its 
first  third  is  a  major  third. 

The  Chromatic  Scale — Twelve  tones  within  the  octave  as¬ 
cending  and  descending  by  a  regular  succession  of  half¬ 
steps. 

The  Minor  Scale — ^The  Minor  Diatonic  Scale  is  one  in  which 
the  first  third  is  a  minor  third. 

Harmonic  Minor  Scale — The  harmonic  minor  scale  is  one 
that  begins  on  the  sixth  tone  of  the  diatonic  major  scale 
and  raises  its  own  seventh  tone  one  half -step. 

Normal  Minor  Scale — -The  normal  minor  scale  begins  on 
the  sixth  tone  of  the  diatonic  major  and  proceeds  without 
raising  the  seventh  tone. 

Melodic  Minor  Scale — The  melodic  minor  scale  raises  with 
accidentals  the  sixth  and  seventh  tones  of  the  normal 
minor  in  ascending,  but  returns  to  the  normal  scale  in 
descending. 


284 


Vermont  Course  of  Study 


Key  Signatures — Transposition  by  fifths,  indicated  by  use  oE 

sharps. 

Transposition  by  fourths,  indicated  by  use  of  flats. 

VOICE  CULTURE 

Stand  for  all  of  these  exercises  with  feet  placed  so  that  the 

body  is  firm,  chest  up,  chin  slightly  lifted. 

• 

1.  Forbreathplacing. 

Raise  the  arms  slowly  while  singing  the  tones  of  the  ascend¬ 
ing  scale  with  syllable  “loo.”  When  scale  is  finished 
the  backs  of  the  hands  should  be  together.  Take  a 
breath  in  this  position.  Notice  how  the*  breath  is 
taken.  Sing  down,  slowly  letting  arms  fall  to  side. 
Repeat.  Take  two  breaths.  Now  with  arms  at  side 
take  breath  in  same  manner.  Tiy^  to  establish  habit  of 
abdominal  breath  control  with  this  exercise.  Vary  it 
by  using  syllables  of  scale  and  the  words  of  this  song : 
Up  the  hill  we’re  climbing,  climbing, 

Down  the  hill  we’re  sliding,  sliding. 

2.  Breathing  exercises  without  tones. 

(1)  Breath  held  for  one-half  minute. 

(2)  Take  a  full  breath  slowly,  at  first  fifteen  seconds,  then 

increase  time.  Let  it  go  all  at  once. 

(3)  Take  a  full  breath  quickly.  Let  it  exhale  slowly  with 

a  whispering  sound — 10  seconds,  then  increase 

'  length  of  time. 

(4)  Take  slow  breath  and  exhale  slowly. 

3.  Breath  Control. 

For  all  practical  purposes  in  singing  it  is  necessaiy^  that  the 
teacher  recognize  the  different  kinds  of  breathing.  They 
are  called  abdominal,  lateral  and  ribband  collar  bone 
-  breathing.  Of  course  proper  breathing  consists  of  a 
combination  of  abdominal  and  lateral  breathing.  Col¬ 
lar  bone  breathing  so  common  among  girls  is  absolutely 
incorrect.  Do  not  attempt  to  be  scientific  in  your  ex¬ 
planation  to  the  children  but  teach  by  suggestion  and 
imitation.  It  is  easy  to  tell  a  child  that  the  open  throat 


Music 


285 


will  “make  him  feel  as  if  he  were  about  to  yawn”  but 
it  is  better  to  have  him  really  think  of  producing  tones 
well  up  in  the  head  and  forward  in  the  mouth.  It  is  a 
common  fault  for  a  class  to  vocalize  beautifully  but  sing 
miserably.  This  is  because  the  vowels  are  stressed  so 
much  in  vocalization.  Use  consonants  to  begin  and 
finish  your  vowel  sounds  before  the  exercise  is  over. 

4.  Breathing  exercises  with  tone. 

For  breath  control  sing  exercises  with  “loo”  very  slowly. 

(a)  With  medium  force. 

(b)  Very  softly. 

(c)  Loudly  with  pure  tone. 

Have  pupils  learn  to  criticise  their  own  loud  and  soft  tones. 
In  the  loud  tone  look  out  for  the  harsh  quality. 

In  the  soft  tone  see  that  it  is  not  breathy. 

5  For  quality  of  tone  on  the  vowel  sounds  a,  e,  i,  o,  u.  The 
consonants  should  help  to  push  the  vowel  sound  farther 
forward  in  the  mouth  and  also  help  in  the  formation  of 
the  echo  tones  that  are  called  overtones  and  that  enrich 
the  pure  singing  tone. 

MUSIC  APPRECIATION 

This  should  be  begun  in  the  first  grade.  The  following 
books  are  recommended. 

Listening  Lessons  in  Music — 'Fryberger  (Silver  Burdett). 

What  we  Hear  in  Music — ^Farlkner  (Victor  Company). 

Victor  Book  of  the  Opera. 

The  Victor  in  Rural  Schools. 

The  Victor  Lessons  in  Appreciation  in  Elementary  Schools. 

The  Columbia  book  of  Music  Appreciation. 

All  of  these  books  give  stories  of  some  of  the  records.  The 
last  three  books  are  to  be  found  at  stores  where  records  are  sold 
and  are  the  gift  of  the  companies. 

GRADES  I  AND  II 

Music  selected  for  these  grades  should  have  the  story  interest 
and  also  contain  definite  rhythmic  feeling  and  beautiful  melody. 

In  a  Clock  Store 


286 


Vermont  Course  of  Study 


Toy  maker’s  Shop 
Hunt  in  the  Black  Forest 
Church  Bells  and  Organ 
American  Patrol 
Mammy’s  Song — 'Ware 
Amaryllis — Old  French 
Baa-Baa-Black  Sheep 

•  Will  o’  the  Wisp — Harp — Florence  Hinkle 
Yankee  Doodle  and  Dixie 
Bird  Imitation — Kellogg 
Melody  in  F.  (Cello) — Kindler 
Dvorak’s  Humoresque 
Mocking  Bird  (whistling) 

Slumber  Boat — ^Gaynor 
Song  of  the  Chimes — (Gluck) 

To  a  Wild  Rose — MacDowell 
Part  IV — ’Overture  William  Tell 
Sousa’s  Stars  and  Stripes  Forever  (band) 

Soldier  Boy  (band) 

Mr.  Duck  and  Mr.  Turkey — Klein 
Ginger  Cat — ’Wheeler 
,  Babies  in  Toyland  (Orchestra) 

Mighty  Lak  a  Rose — Alda 
Flower  Song  (Cello) 

Moment  Musicale — -Kreisler 
Rondino — Elman 

GRADES  III  TO  IX 
\ 

However  the  work  is  taken  up  it  is  well  to  remember  that 
at  the  end  of  the  course,  children  ought  to  be  acquainted  with  the 
melodies  of  standard  compositions  and  have  the  main  facts  of  the 
lives  of  the  composers  who  wrote  them.  The  same  judgment 
used  in  a  literature  course  should  prevail  here.  There  are  too 
many  masterpieces  to  have  read  them  all — a  selection  has  to  be 
made  by  someone  in  the  hope  that  after  lessons  are  done  the 
pupil  may  have  the  desire  to  go  on  reading  for  himself.  So  in 
music  there  are  standard  pieces  of  music — many  of  them — and  it 


Music 


287 


is  well  to  base  one’s  selection  on  the  value  of  the  music  itself. 

I 

There  are  two  forms  of  expression,  the  voice  and  the  musical 
instrument.  Since  the  child  is  acquainted  with  the  voice  and 
since  all  part  music  is  based  on  the  writing  for  four  and  part 
voice  music  it  is  well  to  study  the  quality  of  the  soprano,  alto, 
tenor,  and  bass  voices  first.  Next  take  up  the  record  giving 
instruments  of  the  orchestra  and  grade  your  records  as  soprano, 
alto,  etc.,  to  place  the  range  of  the  instruments  in  the  child’s 
mind.  After  this  take  up  the  types  of  musical  composition  be¬ 
ginning  with  simple  forms  like  folk  songs  and  dances.  From 
these  proceed  to  the  oratorio,  opera,  sonata  form  and  symphony. 
The  books  named  as  reference  books  give  fine  lists  of  records. 
Good  teaching  results  can  be  gained  from  a  few  records.  Here 
are  a  few  that  will  make  a  good  base  for  future  purchases : — 

Band. 

2  records  giving  instruments  of  the  orchestra. 

2  records  giving  Overture  William  Tell. 

A  good  Sousa  march. 

Violin. 

“Traumerei”  by  Schumann. 

Voice. 

Soprano  Song — -Alma  Gluck — 'Carry  Me  Back  to  Old  Vir- 
ginny. 

Tenor  Solo — McCormack — -(The  Rosary  or  The  Barcarolle) 
Baritone  Solo — Alan  Turner  (Kathleen  Mavourneen,  male 
quartet). 

Ladies  Trio — -“Lift  Thine  Eyes.” 

Male  Quartet  or  Chorus  (Pilgrim  Chorus,  Anvil  Chorus.) 
Orchestra — -Overture  “Midsummer  Night’s  Dream.” 

Opera — ^Miserere  from  II  Trovatore  in  English. 

SUGGESTIVE  ROTE  SONGS  FOR  GRADES  1,  2,  &  3 

Material  for  at  least  fifteen  of  these  should  be  taught  during 
the  year. 

Song  Primer ; 

Cradle  Song;  Jack  Frost;  The  Clock;  Soldier  Boys. 


288 


Vermont  Course  of  Study 


Mother  Goose: 

Little  Jack  Horner;  Jack  and  Jill;  Jack  be  Nimble;  See  Saw. 
Christmas  Carols : 

Away  in  a  Manager;  The  First  Noel;  Silent  Night. 

Nature  Songs  for  Children : 

Call  of  the  Crow;  Feeding  the  Chickens;  Snow  Balls;  Kite 
Time;  Patriotic  Hymn. 

Small  Songs  for  Small  Singers : 

The  Chicken;  Wise  Old  Owl;  Blue  Bird;  Mr.  Duck  and  Mr. 
Turkey;  Tick  Tock. 

Songs  for  a  Little  Child’s  Day: 

Bold  Snow  Man;  In  the  Bethlehem  Stable;  Plums  in  Winter. 
Songs  for  the  Child  World: 

Rub-a-dub-dub;  Pussy  Willow;  Blowing  Bubbles;  Merry 
Xmas. 

Folk  Songs  for  Children : 

Jolly  Miller;  The  Fir  Tree;  Morning  Soldier  Song;  Duke 
Marlborough;  The  Clear  Cool  Pond;  Shepherd  Maiden; 
Farmyard  Song;  Three  Little  Kittens;  Old  King  Cole; 
Baa-Baa-Black  Sheep;  Do,  Baby,  Do;  Swallow,  Good 
Bye;  Little  Cock  Sparrow. 

Eleanor  Smith  Music  Course: 

« 

Songs  for  little  children: 

Morning  Prayer;  All  The  Birds  Have  Come  Again;  The 
North  Wind  Doth  Blow;  I  Love  Little  Pussy;  Sleep, 
Baby,  Sleep;  Flag  Song. 

Smith-Rieger  Song  Book: 

Coasting  Song;  Cuckoo  Song;  March  Song;  Pussy  Willow; 
Wind’s  Song;  Buttercup  Lady;  Lincoln  Song;  Sunny 
Southland;  Top  Song;  Boat  Song;  Little  Tulip;  Merry 
March  Wind;  Rain  Song;  Pop  Corn  Song;  In  Apple 
Blossom  Time;  April  Song;  Happy  Spring;  Lady  Daffo¬ 
dil. 

Songs  and  Gam^s  for  Little  Ones: 

Morning  Hymn;  Can’st  Thou  Count  the  Stars;  All  the  Birds 
Have  Come  Again;  The  Little  New  Year;  Shine  Out, 


Music 


289 


Oh,  Blessed  Star;  Five  Little  Chickadees. 

Education  Music  Course: 

O  Tiny  Boat;  Coasting. 

Jessie  Gaynor: 

The  Slumber  Boat. 

Modern  Music  Series,  Book  1 : 

Winter  Song;  The  Drum;  Marching  Song. 

Modern  Music  Series,  Book  II : 

Hurrah  for  the  Flag. 

Melodic  First  Reader: 

The  Ginger  Cat. 

Progressive  Manual  Book  1 : 

Choo-choo;  Indian  Song;  Swing  Song;  Good  Morning,  O 
Christmas  Tree;  Farmyard  Song. 

Hollis  Dann,  Book  I : 

Husha-bye  Baby ;  Children  Go,  To  and  Fro;  Robin’s  Song; 
Easter  Hare;  Little  Pussy  Willow;  My  Valentine;  Jolly 
Santa  Claus. - 

Beginner’s  Book  of  Songs : 

Swing,  Cradle  Swing;  The  Shadow  Man;  Marching  Song; 
How  do  You  Like  to  Go  up  in  a  Swing;  Father  Christmas- 

Patriotic  Songs  that  children  should  be  able  to  recognize  and 
know  on  leaving  school. 

Battle  Hymn  of  the  Republic;  America  the  Beautiful; 
Star  Spangled  Banner;  America;  Red,  White,  and  Blue;, 
Land  of  Greatness,  Home  of  Glory. 

General : 

Tramp,  Tramp,  Tramp;  Tenting  on  the  Old  Camp  Ground; 
Blue  Bells  of  Scotland;  Bonnie  Doon;  Annie  Laurie; 
Auld  Lang  Syne;  Sweet  and  Low;  Home  Sweet  Home; 
Old  Oaken  Bucket ;  Happy  Farmer — Schumann ;  Over 
the  Summer  Sea — ^Verdi;  Soldier’s  Farewell — ^Kinke; 
In  the  Gloaming — Harrison;  Old  Folks  at  Home — Foster; 
Old  Black  Joe — Foster;  Dixie — Emmett;  Massa’s  in  de 
Cold,  Cold  Ground — Foster;  Soldiers’  Chorus  from  Faust; 
Ben  Bolt;  Juanita;  Men  of  Harlech. 


290 


Vermont  Course  of  Study 


College  Songs :  • 

Upidee;  Where  Has  My  Little  Dog  Gone;  IVe  Lost  mv 
Doggie;  Solomon  Levi;  There  is  a  Tavern;  My  Bonnie 
Lies  Over  the  Ocean;  Seeing  Nellie  Home;  Spanish  Cava¬ 
lier;  Boola;  Jingle  Bells;  The  Mountains — Williams;  Blue 
and  Grey — Princeton;  Cheer  for  Old  Amherst;  Three 
Cheers  for  Harvard;  Down  the  Line  for  Harv^ard;  Yale; 
Adelphi;  Dartmouth;  Oberlin;  Wellesley,  etc.,  songs. 
Christmas  Carols : 

It  Came  Upon  the  Midnight;  Hark,  The  Herald  Angels  Sing; 
Little  Town  of  Bethlehem;  Silent  Night — Gruber;  First 
Noel;  Angels  we  Have  Seen  on  High;  Three  Kings  of 
Orient;  Joy  to  the  World;  Nazareth — ^Gounodi 

Hymns : 

O,  Come,  All  Ye  Faithful;  The  Lord  Is  My  Shepherd — 
Koschat;  Onward,  Christian  Soldiers — Sullivan;  Palms; 
Jerusalem,  The  Golden;  Come,  Ye  Thankful  People, 
Come;  Creation  (The  Spacious  Firmament  on  High); 
Still,  Still  With  Thee;  Come  Thou  Almighty  King;  Holy, 
Holy,  Holy. 

Books  of  Children’s  Songs: 

Bullard,  Cavue:  Song  Child — Boston  Music  Co. 

Bently,  Alys:  Song  Primer — ’Barnes,  Teachers’  Ed.  $1.00. 
DeKoven:  Songs  of  Childhood,  Field — -Scribner  $1.00. 
Elliott :  Mother  Goose  Melodies. 

Ginn  &  Company:  Christmas  Carols. 

Grant- Schaefer;  Seven  Little  Songs — -Clayton  F.  Summy  Co. 
Hadow:  Songs  of  the  British  Isles — Novello. 

Hills:  Song  Stories  for  Kindergarten — -Clayton  F.  Summy  Co. 
Jenks  &  Rust:  Song  Echoes  No.  2 — Ditson. 

Knowlton:  Nature  Songs  for  Children — Milton  Bradley. 
Kipling:  Just  So  Song  Book — Doubleday. 

Messner:  Art  Song  Cycle,  pt.  1 — Silver  Burdett. 

Neidlinger,  W.  H.:  Small  Songs  for  Small  Singers — -Schirmer 

$2.00. 

Osgood:  Rounds,  Carols  and  Songs— Ditson. 

Place:  Song  Year  Book — Silver  Burdett. 


Music 


291 


Poulsson  &  Smith;  Songs  of  a  Little  Child’s  Day — Milton 
Bradley. 

Pratt:  St.  Nicholas  Songs — -Century  $1.25. 

Riley,  Gaynor:  Songs  of  the  Child  World,  No.  1 — Church. 
Riley,  Gaynor;  Songs  of  the  Child  World,  No.  2 — -Church. 
Riley,  Gaynor:  Lilts  and  Lyrics — -Clayton  F.  Summy  Co. 
Radcliffe,' Whitehead :  Folk  Songs  for  Children — -Ditson. 
Smith,  Eleanor:  Music  Course — American  Book  Co. 

Smith,  Eleanor:  Songs  for  Little  Children,  pt.  2 — -Milton 
Bradley. 

Smith,  Eleanor:  Primer — -Silver  Burdett. 

Sousa,  John  Philip:  National  Patriotic  Airs  of  All  Lands — - 
Coleman  $1.00. 

Smith,  Rieger:  Song  Book — -Flannagan  &  Co. 

Stevenson:  Stevenson  Song  Book — -Schirmer. 

Stevenson:  Stevenson  Song  Book — -Scribner  $1.00. 

Tomline:  Sbuvenir  Song  Book. 

Yerhune,  Alice:  Barnyard  Ballads  for  Children — -Scribner 
$1.25. 

Wiggin:  Kindergarten  Chimes — -Dutton. 

Walker  &  Jenks:  Songs  and  Games  for  Little  Ones — ^Ditson. 
Ward  &  Smith:  Singing  Verses  for  Children — -Macmillan. 
Ginn  &  Company:  New  Education  Music  Course  Bk.  1, 
Teachers’  Ed. 

Ginn  &  Company:  Codas. 

Silver  Burdett:  Progressive  Music  Series,  Bk.  1,  Manual. 
Silver  Buydett:  Beacon  Series. 

American  Book  Co.:  Hollis  Dann  Music  Course,  First  Year. 
Scott  Foresman  &  Co.;  Lyric  Music  Method,  Primer. 

Scott  Foresman  &  Co:  Lyric  Music  Method,  First  Reader. 
'  Cable  Co. :  Beginners  Book  of  Songs. 

Schirmer:  Boston  Rote  Song  Music,  Lurette  &  Davison. 
American  Book  Co:  Modem  Music  Series,  Bk.  1. 

Material  for  upper  grade  songs. 

101  Best  Songs. 

Songs  Every  One  Should  Know — -Johnson. 

Twice  55  Songs— Birchard. 


292 


Vermont  Course  of  Study 


Songs  We  Like  To  Sing. 

Laurel  Song  Book — Birchard. 

Christmas  Carols — Ginn. 

Advanced  Books  in  Music  Series  listed  above. 


Drawing 


293 


XV.  DRAWING 
FObEWORD 

The  Aims  of  Art  Education  in  Elementary  Schools 

Recognizing  the  fact  that  every  child  or  adult  must  be  a 
designer,  whether  he  realizes  it  or  not ;  that  he  must  design  either 
poorly  or  well  each  time  he  arranges  a  room,  chooses  a  tie,  writes 
a  page,  hangs  a  picture,  buys  a  costimie  or  in  any  other  way  ex¬ 
ercises  his  judgment  in  arranging  or  choosing  colors  and  shapes, 
it  should  be  the  purpose  of  Art  Education  to  develop  that  in¬ 
dividual’s  power  to  make  fine  choices  and  arrangements.  It  is 
the  special  aim  to  present  this  course  in  such  a  simple  way  that 
every  teacher  and  child  can  comprehend  and  successfully  use 
the  principles  of  fine  spacing  and  color.  We  are  not  preparing 
pupils  for  art  courses  in  high  schools  or  studios,  but  for  every  day 
living.  The  children  are  to  be  the  producers  and  consumers  of 
the  future;  we  aim,  therefore,  to  raise  the  art  quality  of  our  Ameri-^ 
can  products  by  giving  to  ‘‘all  of  the  children  of  all  of  the  people'* 
the  power  to  produce  or  to  choose  only  the  things  which  are  in  good 
taste. 

Mediums  of  Art  Expression  to  be  Used  in  This  Course 

The  use  of  water  color  and  pencil  technique  is  omitted  from 
this  course,  in  the  belief  that  they  require  a  skill  as  difficult  in 
Art  as  is  the  technique  of  the  violin  in  Music.  Taught  by  the 
trained  specialist  to  the  talented  pupil,  these  Art  subjects  have 
their  place;  their  place  is  not,  however,  in  a  course  given  to  the 
average  class  by  the  regular  classroom  teacher. 

Since  talented  and  trained  Art  teachers  are  few,  and  the 
pupils  include  ‘  ‘all  of  the  children  of  all  of  the  people,  ”  we  shall, 
in  the  short  time  allotted  to  the  teaching  of  Industrial  Art  in  the 
public  schools,  attempt  primarily  to  give  to. all  a  feeling  for 
orderly  arrangements  of  colors  and  shapes.  And,  since  ‘  ‘Beauty 
is  a  supreme  example  of  order”  and  ‘  ‘All  Art  is  arrangement,  ”  we 
must  start  with  a  study  of  orderly  arrangements  before  we  can 


294 


Vermont  Course  of  Study 


teach  the  subtle  distinctions  between  the  merely  orderly  and  the 
fine  arrangements.  No  material  lends  itself  so  well  to  this  pur¬ 
pose  as  does  cut  paper. 

Cut  paper'has  been  challenged  by  some  as  a  “Kindergarten 
method.  ”  It  is,  nevertheless,  being  used  by  colleges,  art  schools, 
designers  of  costiune  and  stage  settings,  and  other  agencies  of 
this  class,  because  it  permits  of  an  infinite  number  of  arrange¬ 
ments;  w^hereas,  in  crayon,  pencil  or  brush  work  each  stroke  is 
final,  and  a  thoughtful  and  satisfactory  arrangement  is  not  so 
easily  secured.  It  has  for  years  been  a  slogan  of  Art  teachers  that 
‘  ‘Drawing  develops  power  of  observ^ation.  ”  The  cutting  of  trees, 
letters,  toys  and  other  objects  also  develops  obser\"ation,  plus  a 
knowledge  of  form  and  a  skill  and  accuracy  in  working  with  the 
hands.  That  skiU  is  only  a  by-product,  however;  we  work  for 
good  judgment,  and  we  see  the  results  when  the  children  show 
discrimination  in  their  choice  of  colors  for  their  costumes,  rooms 
and  every  other  phase  of  their  environment. 

The  Outline  of  Big  Problems 

which  follows  shows  those  problems  to  Te  undertaken  in  the 
attempt  to  develop  good  taste  in  the  children  of  the  elementan* 
schools  of  Vermont. 

I.  Theory  of  Color. 

II.  Design. 

III.  Lettering. 

IV.  Gift  Work. 

V.  Poster  Design. 

VI.  Costum.e  Design. 

^  VII.  Object  Drawing. 

VIII.  Interior  Decoration. 

IX.  Nature  Drawing  and  Design. 

In  addition  to  this  course,  there  will  be  offered  seasonable 
projects  for  Thanksgiving,  Christmas,  Easter  and  aU  other 
holidays  of  special  historical  interest. 

The  books  referred  to  are  the  Industrial  Art  Text  Books  by 
Snow  and  Froehlich,  the  Shorter  Course,  published  by  the  A.  S. 
Barnes  Co.  A  set  of  these  books  in  each  school  will  greatly 


Drawing 


295 


simplify  the  work  in  Industrial  Art.  No  other  Industrial  Art 
books  present  so  simply  and  clearly  the  projects  which  may  be 
successfully  taught  to  the  children  in  the  schools. 

The  illustrations  in  this  Course  are  used  by  courtesy  of  the 
National  School  Digest  and  of  the  A.  S.  Barnes  Co.,  publishers 
of  the  Industrial  Art  Text  Books. 

Note:, — Throughout  the  year  the  courses  in  Industrial  Art 
should  be  as  closely  related  as  possible  to  the  home  life,  the  play¬ 
ground,  and  the  school  interests  of  the  children.  It  is  impossible 
to  give  a  list  of  the  innumerable  correlations  which  will  occur  to 
the  wide  awake  teacher.  Such  correlations  should  by  all  means 
take  precedence  over  the  course  of  study  whenever  they  are  so 
used  as  to  enrich  the  contents  and  to  develop  power  in  the  child. 


Ordering  and  Handling  Materials 

In  the  one-room  rural  school  or  single  classroom  it  is  ad¬ 
visable  to  have  the  materials  kept  by  the  teacher  and  distributed 
as  needed  for  each  lesson.  When  a  very  small  quantity  of  a 
given  color  is  needed  the  teacher  should  cut  a  sheet  of  paper  into 
pieces  of  the  required  size,  thereby  economizing  materials.  The 
paste  shotdd  be  distributed  in  very  small  quantities  on  bits  of 
cardboard  or  paper,  with  a  toothpick  or  small  stick  to  use  as  a 
substitute  for  a  paste  brush.  In  the  average  lesson  a  bit  of  paste 
as  large  as  a  pea  is  sufficient.  When  a  larger  quantity  is  given 
the  children  waste  it  and  do  not  paste  as  neatly  or  well  as  with  the 
right  amount. 

In  ordering  materials  for  a  class  of  forty  pupils  the  following 
list  is  suggested : 

For  Each  Child:  1  ruler,  1  pencil,  1  pair  pointed  scissors. 
For  the  Class; 

9"xl2"  thin  colored  paper  as  follows: 

1  package  red  1  package  blue 

1  package  orange  1  package  violet 

1  package  yellow  2  packages  black 

2  packages  green  .  2  packages  white 

4  packages  gray  manilla  9"xl2" 


296 


Vermont  Course  of  Study 


M  » 

4  packages  cream  manilla  9  xl2" 

1  package  cross  section  paper  squares)  9"xl2" 

1  package  cross  section  paper  (3^  in.  squares)  9"xl2" 

1  package  light  blue  construction  paper  9"xl2" 

1  package  light  green  1  package  light  brown 

1  package  dark  green  1  package  dark  brown 

2  packages  black  construction  paper  9"xl2" 

1  package  white  drawing  paper  9"xl2" 

2  packages  dark  gray  construction  paper  9"xl2" 

2  packages  assorted  tints  and  shades  (for  grades  above  the 
Fourth) 

3  quarts  paste  (Stixit  or  Adhezo  or  Glupaste  or  other  paste 
containing  glue). 

This  supply  should,  if  handled  economically,  be  adequate  for 
a  year’s  work.  It  is  desirable  that  each  child  shall  have  a  box 
of  colored  crayons  containing  red,  orange,  yellow,  green,  blue, 
violet,  black  and  brown. 

In  a  one-room  rural  school  with  fifteen  or  twenty  students, 
the  following  order  is  suggested: 

4  packages  assorted  thin  colored  paper  9"xl2"  (red,  orange, 
yellow,  green,  blue,  violet). 

2  packages  black  paper  9"xl2". 

4  packages  assorted  construction  papers  9"xI2". 

1  package  34  inch  cross  section  paper  9"xl2". 

1  package  34  inch  cross  section  paper  9"xl2". 

2  packages  white  drawing  paper. 

2  packages  cream  manilla. 

2  packages  gray  manilla. 

2  quarts  paste. 

1  package  dark  gray  construction  paper. 

Scissors,  pencil  and  ruler  for  each  child. 

By  the  use  of  home-made  paste,  bits  of  colored  paper  cut 
from  magazines,  wrapping  paper,  wall  paper,  etc.,  the  ingenious 
teacher  may  be  able  to  greatly  economize  in  her  order  for  mate¬ 
rials.  Many  of  the  problems  given  in  this  course  may  be  taught 
without  the  purchase  of  any  materials.  It  is,  however,  desirable 
that  the  children  have  the  opportunity  to  use  the  correct  colors 


Drawing 


297 


and  become  familiar  with  them  in  their  true  values  and  inten¬ 
sities,  if  it  is  possible  to  furnish  the  materials  described  above. 

Subject  Matter  of  Entire  Course 

In  the  first  four  grades  the  main  points  to  be  .taught  are  the 
names  of  the  colors,  the  use  of  simple  rhythmic  designs,  the 
handling  of  materials,  neat  workmanship  and  the  importance  of 
orderly  arrangement.  None  of  these  need  be  developed  into 
statements  but  all  should  be  learned  through  experience.  The 
growth  in  power  during  these  first  years  is  more  rapid  than  at 
any  other  time. 

In  the  upper  four  grades  the  children  should  learn  more 
definitely  the  color  facts  and  their  application  to  their  environ¬ 
ment.  They  should  develop  judgment  as  to  variety  and  har¬ 
mony  in  design  and  should  have  frequent  discussions  of  appro¬ 
priate  colors  and  materials  for  varying  uses.  In  every  possible 
way  their  lessons  in  color  and  design  should  be  closely  related 
to  their  life  interests  as  members  of  the  community.  These 
simple  school  projects  should  develop  good  taste  in  the  children 
who  are  to  be  the  consumers  and  producers  of  the  future. 
Teachers  should  not  judge  results  by  the  yearly  exhibitions,  but 
by  the  power  shown  by  each  child  to  discriminate  between  ugly 
and  beautiful  arrangements  of  colors  and  shapes. 

GRADES  ONE  AND  TWO 
September  and  October — Color  Theory  and  Design. 

Note.  *The  problems  marked  with  a  star  are  those  recom¬ 
mended  to  be  used  by  rural  schools.  The  entire  course  is  written 
for  graded  schools.  The  Text  Books  referred  to  are  the  In¬ 
dustrial  Art  Text  Books  by  Snow  and  Froehlich,  published  by 
A.  S.  Barnes  Co.,  Shorter  Course. 

*1.  Teach  the  children  to  recognize  the  colors,  red,  orange, 
yeUow,  green,  blue,  violet  and  to  name  them  in  their  order.  In¬ 
stead  of  a  technical  term  let  them  call  them  the  ‘  ‘rainbow  colors.  ” 
If  possible,  each  teacher  should  have  a  large  color  chart  hrmg  in 
the  classroom.  See  Industrial  Art  Text  Book  I. 


298 


Vermont  Course  of  Study 


*2.  Have  children  bring  to  school  objects,  bits  of  cloth, 
colored  paper,  leaves,  flowers,  etc.  and  name  the  colors  imtil 
they  can  recognize  each  color.  Have  many  conversational 
lessons  on  the  colors. 

*3.  Using  such  interesting  devices  as  the  baJloon  man, 
blowing  bubbles,  the  juggler,  a  pile  of  blocks,  etc.,  have  the 
children  use  the  six  standard  colors  of  cut  paper  with  the  neu¬ 
trals  black,  wUite  or  gray.  Mount  on  9  x  12  manilla  paper;  gray, 
white  or  cream — The  balloon  man,  etc.,  should  be  of  black. 

*4.  With  colored  crayon  or  “stick  printing”  have  the 
children  make  simple  borders  consisting  of  a  row  of  squares  or 
circles,  or  other  simple  shapes,  using  one  color  on  a  neutral  back- 
groimd.  Discuss  music  “keeping  time”  and  soldiers  “keeping 
step.”  Call  these  borders  “m^arching  shapes.”  By  every 
possible  illustration  develop  the  idea  of  rhythmic  repetition. 
Let  the  children  And  illustrations  in  wall  paper,  textiles,  lino¬ 
leums,  etc.  See  Industrial  Art  Text  Book, — Shorter  Course 
Book  I  pp.  5-8. 


M  M  M  M 


Plate  I 


#99 

9  9 


5.  Make  borders  in  which  two  sizes  are  used,  such  as  a 
large  and  a  small  square  or  circle  alternating.  Make  other 
arrangements  of  these  squares  to  form  a  border.  In  this,  as  in 
lesson  4,  use  a  single  color  with  a  neutral  background.  Appl}’  to 
a  booklet  for  aii}^  purpose. 


Drawing 


299 


6.  Using  the  same  simple  forms  on  squared  paper  make 
various  surface  arrangements,  using  a  regiment  of  soldiers  to 
illustrate  the  importance  of  straight  lines  and  equal  spaces. 
Fold  a  piece  of  this  decorated  paper  to  make  a  card  case  or  small 
box  or  envelope.  See  Indus.  Art  Text  Book  I.,  page  10. 
See  Plate  I  on  preceding  page. 

*7.  Make  a  border  of  pumpkins  or  black  cats  for  a  Hallow¬ 
een  booklets.  Give  the  children  patterns  for  the  cats.  The 
design  may  be  of  crayon  or  cut  paper. 

*8.  Optional  Halloween  projects  such  as  lanterns,  masks, 
etc.  By  keeping  to  simplicity  and  orderly  arrangement  these 
should  have  as  much  educational  value  as  they  have  interest  for 
the  children. 

November- December — Constructive  Design  and  Holiday 

Projects. 

*9.  Teach  children  to  fold  a  square  into  16  parts.  Be  sure 
they  can  do  this  very  well  before  attempting  to  make  finished 
objects. 

*10.  Make  from  16  fold  a  basket  for  the  Thanksgiving  table. 
Decorate  with  simple  border  of  orange  colored  shapes. 

1 1 .  From  a  folded  paper  cut  a  small  basket  shape  of  brown 
or  cream  paper.  Fill  it  with  pasted  fruit  shapes  of  colored  papers 
and  use  as  a  place  card. 

12.  With  the  16  fold  make  a  colonial  cradle  and  log  cabin. 
Directions  may  generally  be  foimd  in  current  educational 
magazines. 

*13.  Illustrate  the  Pilgrim  story  in  crayon  or  cut  paper  or 
on  the  sand  table.  , 

*14.  Make  boxes  for  Christmas  candies  and  gifts  using  the 
16  fold  or  very  simple  measurements.  See  Ind.  Art  Text  Book 
I,  pp.  48-49. 

*1.5.  Make  decorations  for  the  Christmas  tree;  bells, 
wreaths,  stars,  etc. 

16.  Make  scrap  books  to  send  to  hospitals,  arranging  each 
page  carefully  and  decorating  the  cover  with  a  neat  border  or  a 
picture  from  a  magazine.  See  Text  Book  I.,  pp.  18-19. 


/ 


300  Vermont  Course  of  Study 

*17.  Cut  from  dark  green  paper  a  Christmas  tree.  Cut  a 
tub  from  red  paper.  Decorate  with  candles,  gifts,  etc.  Use 
thought  and  judgment  as  to  the  danger  of  spoiling  the  beauty 
of  the  tree  by  over  decoration. 


J anuary-F ehruary — Lettering  and  Holiday  Projects. 

*18.  Using  squared  paper  and  scissors  have  the  children 


— TN 


.XJt... 


s. 


c 


I 

I*. 


-■ 

... 

.. . 

-- 

... 

• . . 

. . 

. . 

• 

J 

Plate  II 


Drawing 


301 


cut  the  simplest  letters  of  the  alphabet  L,  I,  T,  H,  E,  F.  On 
page  300  of  this  course  of  study  are  the  diagrams  of  all  of  the 
letters.  Follow  these  by  C,  0,  U,  J,  D,  and  S.  The  teacher 
should  direct  the  work  very  carefully  from  the  blackboard.  On 
a  large  oblong  6"xl5",  divided  into  2"  squares  indicate  each  cut 
to  be  made,  by  a  line  drawn  with  colored  chalk. 

*19.  Under  a  cut  paper  house  paste  the  word  House,  thus 
making  the  first  simple  poster.  The  words  School,  Fish,  Doll, 
Field,  etc.,  may  also  be  made  from  this  first  group  of  letters.  The 
letters  should  be  very  close  together  and  in  horizontal  lines. 

*20.  Follov/ing  in  the  order  of  their  difficulty  teach  B,  P, 
R,  G,  N,  Z,  K,  X,  Q.  The  last  five,  which  are  generally  made 
from  a  folded,  paper  V,  A,  Y,  M,  W,  are  not  easy  for  little 
children.  If  the  teacher  sees  fit,  it  is  permissible  to  give  pat¬ 
terns  for  these  letters  until  the  children  are  able  to  make  their 
own. 

*21.  Make  a  simple  envelope  to  hold  the  letter  patterns 
made  by  the  children.  These  patterns  are  ready  for  use  on  all 
occasions.  The  teacher  may  use  an  ordinary  letter  envelope  as 
a  pattern. 

22.  From  appropriately  colored  papers  cut  the  words.  Red, 
Orange,  Yellow,  Green,  Blue,  Violet  and  mount  each  on  a  separate 
piece  of  cream  or  gray  mahilla  paper.  Remember  to  have  the 
letters  very  close  together.  Mount  with  margin  on  every  side, 
the  widest  margin  below  the  letters. 

*23.  Make  valentines,  trying  to  emphasize  the  beauty  of 
simplicity;  as  for  instance,  a  border  of  hearts  on  a  small  folder. 

*24.  Make,  with  cut  paper  or  crayons,  our  flag  and  tmder 
it  the  letters  “U.  S.  A.,”  or  “Our  Flag”  or  similar  title.  Use  a 
piece  of  ruled  tablet  paper  as  a  basis  for  the  flag  adding  the  red 
stripes,  blue  field,  etc.  As  this  is  a  problem  involving  neatness, 
orderly  arrangement  and  knowledge  of  our  flag,  the  teacher  may 
cut  the  red  strips  for  the  children,  who  are  unable  as  yet  to 
measure  accurately. 

25.  Illustrate  a  parade  of  marching  children  with  flags. 
This  may  be  done  in  crayon  or  cut  paper. 

26.  Optional  patriotic  projects,  such  as  soldier  hats  for  the 
parade,  soldier  dolls,  guns,  cannon,  etc. 


302 


Vermont  Course  of  Study 


March- April — Costume  Design  and  House  Decorations. 

*27.  Dress  paper  dolls  in  a  single  bright  color  with  black, 
white  or  gray  as  for  instance,  red  sweater,  gray  trousers,  red 
cap,  etc.  The  dolls  may  be  hektographed  by  the  teacher,  or 
cut  from  magazines.  See  Text  Book  I.  pp.  21-27. 


Plate  V. 


28.  Dress  paper  dolls  or  a  rag  doll  as  little  Red  Riding 
Hood  or  other  characters  of  favorite  stories. 

29.  Discuss  kinds  of  clothes  worn  to  school  or  to  church,  in 
summer  or  winter,  in  Eskimro  lands  or  tropics,  studying  the  im¬ 
portance  of  fitness  to  purpose.  Book  II,  p.  26.  ' 


’'tv. 


Eskimo  Japanese  Indian  Mexican  Mexican  Spanish  Russian 

Plate  VI.  Dolls  of  the  Nations 


30.  Dress  paper  dolls  to  fit  various  occasions,  occupations, 
nationalities,  etc.  Correlate  with  English  and  Geography. 

*31.  Easter  projects  such  as  cards,  baskets,  posters,  etc., 
using  flowers,  rabbits  and  other  appropriate  symbols  of  the 
season.  These  shapes  may  be  found  in  current  magazines  or 
Ind.  Art  Bk.  I,  pp.  68-69. 

*32-34.  Make  and  furnish  a  doll’s  house.  Using  a  hat 
box  or  grocery  box  as  the  house,  paper  the  walls  with  plain  paper 


Drawing 


303 


of  quiet  tone,  make  windows,  doors,  etc.  Emphasize  the  im¬ 
portance  of  light  neutral  tones  on  walls  as  backgrounds  for  the 
objects  in  the  room.  Using  the  sixteen  square  or  the  method 
described  in  Book  I.  pp.  27-33  make  furniture  for  the  dolbs 
house.  The  importance  of  neatness,  simplicity  and  orderly 
•arrangement  may  be  taught  in  this  play  project.  The  furniture 
and  rugs  should  be  placed  parallel  to  the  walls  of  the  room,  not 
across  the  comers.  The  curtains  and  tabl^  covers  of  cloth  or 
paper  should  be  decorated,  with  simple  borders.  The  rug 
should  be  very  simple  in  design  and  quiet  dn  tone.  It  may  be 
made  of  cut  paper  or  woven  on  a  loom  such  as  the  one  shown  in 
Bk.  I.  pp.  34-35. 

*35.  Make  May  baskets  from  the  folded  square. 

*36.  Make  drawings  or  cuttings  of  garden  implements, 
wheelbarrow,  watering  pot,  rake,  etc.  Arrange  neatly  and 
mount  on  a  contrasting  background.  See  Bk.  I,  p.'56. 

*37.  Make  drawings  or  cuttings  of  the  simplest  tree  forms 
suchas  poplar,  maple,  oak.  Mount  each  tree  on  a  separate  sheet. 

*38.  From  the  large  simple  flower  forms  make  drawings  or 
cuttings. 

39.  Make  a  booklet  with  simple  cover  to  contain  drawings 
of  flowers. 

*40.  Illustrate  “My  Garden”  using  blue  sky,  green  grass, 
garden  gate  and  flowers  such  as  hollyhocks. 

41.  Make  simple  landscapes  of  sky,  grass  and  a  single  tree. 

GRADES  THREE  AND  FOUR 
September-October — Color  Theory  and  Design, 

*1.  Review  the  six  colors  and  teach  the  name  “standard 
colors.”  With  water  colors  demonstrate  that  Red,  Yellow  and 
Blue  are  primary  colors  which  may  be  mixed  to  make  all  of  the 
other  colors.  Have  the  children  observe  that  Red  and  Yellow 
make  Orange,  Blue  and  Yellow  make  Green,  and  Blue  and  Red 
make  Violet;  and  teach  them  that  these  colors  which  are  made 
from  two  primary  colors  are  called  Secondary  or  Binary  colors. 
In  these  grades  we  will  continue  the  use  of  the  six  standard  colors 


304 


Vermont  Course  of  Study 


with  the  neutrals;  white,  black  and  gray, — adding  the  knowl¬ 
edge  and  use  of  the  terms  standard,  primary  and  binary.  A 
color  chart  hung  in  the  classroom  will  be  a  valuable  aid  in  teach¬ 
ing  color. 

2.  Have  the  children  cut  small  circles  of  the  six  colors  and 
paste  them  in  a  color  circle  in  order  that  they  may  grow  familiar 
with  their  relative  position  in  th^  circle.  See  Industrial  Art 
Text  Books  Book  II,  p.  6. 

3,  Cut  Japanese  lantern  shapes  of  the  six  colors  with  black 
bands  at  top  and  bottom  and  group  them  nicely  on  a  sheet  of 
light  neutral  tones  paper.  Each  child  should  plan  his  own 
grouping. 

*4,  Use  the  six  colors  in  making  a  basket  of  fruit  from  ob¬ 
servation  of  actual  fruits.  The  basket  may  be  black  on  a  light 
background;  or  light  on  a  black  background.  The  red  apples, 
the  oranges,  yellow  bananas  and  pears,  green  leaves,  blue  pliuns 
and  violet  grapes  bring  in  all  of  the  six  colors.  Used  with  the 
word  Fruit  this  will  make  a  pleasing  autumn  poster  including 
•drawing,  color  theory,  design  and  lettering.  The  letters,  close 
■  together,  and  close  to  the  basket  of  fruit ;  should  be  placed  with  a 
'wider  margin  below  than  any  of  the  other  margins  of  the  poster. 

5.  With  stick  printing  or  colored  crayons  make  simple 
surface  designs  and  borders  reviewing  the  principle  of  rhythmic 
repetition  (see  discussion  for  Grades  1-2).  Use  these  on  book¬ 
lets,  envelopes,  bags,  aprons,  or  on  paper  napkins.  See  In¬ 
dustrial  Art  Text  Books  pp.  6-14. 


Plate  IX. 


Drawing 


305 


Use  a  border  of  these  shapes  on  a  nature  booklet  or  an  envelope 
for  saving  seeds. 

7.  Fold  a  long,  narrow  paper  several  times  and  cut  a  series 
of  balanced  units  such  as  trees,  flowers,  dolls,  etc.  Make  a 
number  of  these  until  good  ones  are  obtained.  Such  borders 
are  useful  in  decorating  the  objects  made  in  school.  They^^offer 
an  interesting  illustration  of  rhythmic  repetition. 

*6.  After  practising  with  scrap  paper  cut  balanced  units 
from  folded  colored  paper  using  trees  or  flowers  as  the  motive.. 

*8.  Halloween  projects  such  as  the  making  of  decorations 
for  a  party. 

9.  Fold  a  circle  of  paper  into  eight  parts  and  cut  openings 
of  varying  sizes  and  shapes. 


\ 


Plate  X. 


N ovemher-Decemher — Constructive  Design  and  Holiday  Projects, 

10.  Make  a  pin  ball  by  covering  two  circular  cardboards 
with  cloth  and  sewing  them  neatly  together.  Apply  with  colored 
crayons  a 'stencil  design  (as  taught  in  8).  Pin  the  stencil  in 
position  before  using  crayons.  Press  with  a  warm  iron  to  fix 
the  color.  It  may  be  decorated  with  stitches  as  shown  in  Book 
II,  p.  44. 


306 


Vermont  Course  or  Study 


*11.  Teach  use  of  ruler,  especially  inch  and  half  inch. 
Many  careful  lessons  are  needed  to  insirre  careful  ruler  work. 

I  Any  good  teacher  can  do  this  ruler  work  well. 

*12.  Make  the  flags  of  Belgium,  France,  England,  etc.,  in 
connection  with  Armistice  Day. 

13.  Make  collars,  cuffs,  buckles  and  cape  for  a  Pilgrim 
costume  either  for  a  child,  a  doll  or  paper  doll.  Make  various 
objects  illustrating  life  in  Holland.  If  possible  have  a  Dutch 
sand  table  with  wind-mills,  canals,  boats  and  dolls  dressed  in  the 
native  costume.  In  the  third  grade  an  Indian  sand  table  with 
wigwams,  canoes,  bow  and  arrow.  If  sand  tables  are  not  avail¬ 
able  an  ordinary  table,  a  corner  of  the  classroom  or  playgroimd 
may  be  used.  Dress  real  dolls,  if  possible,  as  Indians,  Pilgrims, 
Dutch,  etc. 

*14.  Make  square  and  oblong  boxes  for  Christmas  candies. 
Emphasize  careful  measurements.  Decorate  with  design  made 
by* cutting  folded  paper.  Use  red,  white  and  green  for  Christmas 
boxes. 

15.  Cut  from  folded  paper  conventional  Christmas  trees, 
candle  sticks  and  holly  wreaths  for  use  on  greeting  cards. 

16.  Make  fireplace  of  cut  paper  with  stockings  and  gifts. 
Avoid  confusion  and  over  decoration. 

OBJECT  DRAWING 

J anuary-F ehruary — Lettering  and  Holiday  Projects. 

*17-18.  Using  the  same  alphabet  taught  in  the  lower 
grades,  require  more  perfect  letters  cut  from  34"  cross  section 
paper.  Each  child  should  make  a  complete  alphabet  and  an 
envelope  for  it. 

19.  Drawings  of  Christmas  Toys  used  on  Toy  posters. 

*20.  From  colored  papers  cut  the  holiday  dates — Februaiy’ 
12 — Lincoln’s  Birthday,  February  14 — St.  Valentine’s  Day, 
February  22 — Washington’s  Birthday,  moimt  neatl}'  and  space 
well. 

21.  Make  valentines  from  folded  paper  with  heart  motive. 

*22.  Study  the  costumes  of  Washington’s  and  Lincoln’s 


Drawing 


307 


time  and  dress  paper  dolls  in  these  costumes.  Make  a  poster 
using  our  flag  or  shield  with  lettering. 

23.  Make  a  poster  illustrating  winter  sports.  This  may 
be  made  very  large  as  a  class  project. 

March- April — Costume  and  Interior, 

*24.  Design  clothes  for  gardening,  house  work,  sports, 
parties,  etc.  Discuss  materials,  colors  and  suitability.  (See 
Industrial  Art  Books  Book  II,  Pages  23-28.)  ^ 

25.  Study  clothes  worn  by  postman,  nurse,  boy  scout, 
policeman,  etc.  Discuss  reasons  for  these  clothes. 

26.  Dressing  a  home  made  rag  doll — • 

Cut,  backstitch  and  stuff  a  12  inch  doll.  Dress  in  striped 
percale  rompers  and  hat  to  match.  Collars  and  cuffs  of  white 
muslin.  Stitches  used  are  basting,  backstitching,  hemming, 
gathering,  sewing  on  buttons  and  snaps. 

*27.  Easter  cards  and  posters.  Em-phasize  simplicity  and 
good  spacing. 

*28-29.  Further  work  with  ruler  in  making  furniture  for 
dolPs  house.  (Industrial  Art  Text  Book  II,  pp.  29-34).  Sewing 
of  curtains,  overdrapes,  runners,  portieres  and  bed  coverings. 
Rug  woven  on  loom  made  by  boys. 


Plate  XIII. 

Make  of  w^ood  or  cardboard  a  room  to  hold  the  furniture. 
Study  the  kind  of  wall  paper  to  be  used,  the  rugs,  curtains,  etc. 
Where  wood  is  obtainable  the.  boys  may  make  this  furniture  of 
wood.  If  tactfully  handled  these  lessons  will  influence  the  homes 
of  the  children.  Emphasize  simplicity,  order,  plain  wall  tones, 
etc. 


30.  Make  May  baskets.  Book  II  pp.  46-47. 


308 


Vermont  Course  of  Study 


May- June — Nature  and  Design. 

31.  Draw  garden  utensils.  Have  the  children  bring  the 
objects  to  school  and  make  large  simple  drawings  with  chalk  and 
crayon.  Bk.  II,  pp.  54-55. 

*32.  Flower  drawings  in  crayon,  cut  paper  or  brush  sil¬ 
houette.  Careful  study  of  characteristics  of  each  flower.  Large 
specimens  are  best  for  this  grade. 

33.  Flower  drawings  as  a  motive  for  design — Used  on 
booklet  cover.  Cut  these  from  folded  paper  with  some  real 
flower  in  mind. 

*34.  Study  of  trees  such  as  elm,  spruce,  cedar,  walnut, 
apple,  etc.  These  may  be  of  cra^’on,  cut  paper  or  brush  sil¬ 
houette.  They  should  be  made  from  real  trees. 

*35.  Trees  as  design  motives  on  tree  booklet. — Cut  from 
folded  paper. 

36.  Sim.ple  landscapes  including  sky,  water,  distance  and 
foreground.  The  water  reflects  the  color  of  the  sky. 

37.  Garden  posters  to  use  in  a  campaign  for  better  gardens. 

38.  Illustrations  of  gardening,  picnics,  sails,  races  or  other 
interesting  vacation  activities.  (References  for  grades  III-IV. 
Indus.  Art  Text  Book  II). 

GRADES  FIVE  AND  SIX 
Color  Theory  and  Design. 

1.  Review  the  standard,  primaiy^  and  binaiy^  colors. 
Books  I-II. 

*2.  Teach  by  demonstration  tints  and  shades  and  their 
uses  in  costume,  home,  etc.  A  tint  is  lighter  than  a  standard 
color.  A  shade  is  darker  than  a  standard  color. 

3.  Surface  and  border  designs  using  tints  and  shades. 

*4.  Color  hektographed  landscape  or  conventional  design 
or  flower  composition  in  arrangements  of  standard,  tint  and 
shade. 

5.  Fold  a  circle  or  square  into  eight  parts  and  cut  openings 
of  varying  sizes  and  shapes  to  make  good  designs,  finish  in  tints 
and  shades.  See  illustration  X. 


Drawing 


309 


6.  Fold  a  long  strip  of  paper  and  cut  openings  of  varying 
sizes  and  shapes  to  get  good  border  designs.  See  Illustration  XV. 


Plate  XV. 

7.  Optional  Halloween  projects. 


N ovember-Decembe) — Constructive  Design  and  Holiday  Projects. 

8.  Designs  for  cover  of  Thanksgiving  book. 

9.  Teach  use  of  ruler,  emphasizing  accuracy.  In  these 
grades  the  should  be  taught.  Working  drawings  of  cube, 
square  prism  and  simple  objects  should  be  made. 

*10.  With  simple  book  binding  make  a  book  containing 
work  in  English,  mounted  pictures  and  illustrations  of  the  first 
Thanksgiving.  (Industrial  Art  Book  II,  pp.  10  and  11.  See 
Illustration  XVI. 

11.  Designs  for  place  cards  and  favors  for  Thanksgiving 
table  and  discussion  of  tasteful  table  arrangement  and  decora¬ 
tions  for  Thanksgiving.  Emphasize  the  beauty  of  orderly 
arrangement  and  simplicity  rather  than  the  confusion  of  over¬ 
decoration. 

*12.  With  panels  of  surface  design  made  with  crayon  or 


310 


Vermont  Course  of  Study 


stick  printing  decorate  a  gift  box.  (See  Industrial  Art  Text 
Book  IV,  p.  16). 


A. 


B. 


C. 


13.  If  materials  are  available  have  children  crochet  edge 
of  wash-cloth.  Book  II.  pp.  36-37. 

14.  With  paper  cut  design,  decorate  a  handkerchief  case  or 
shopping  bag.  The  folded  square  or  circle  cut  in  openings  of 
var^dng  sizes  and  shapes  makes  good  decorations  for  these 
articles.  See  Illustration  X. 

*15.  From  bright  colored  magazine  advertisements  make 
paper  beads  for  Christmas  gifts.  This  offers  a  problem  in  color 
harmony,  arrangement  and  good  workmanship.  A  triangular 
strip  1"  wide  and  12"  long  may  be  rolled  into  an  oval  bead.  A 
straight  strip  l"xl2"  wiQ  make  a  cylindrical  bead.  Finish  with 
shellac. 


Janiiary-Fehruary — Lettering,  Object  Drawing  and  Holiday 

Projects. 

16.  If  the  children  have  successfully  made  the  alphabet 
from  squared  paper  in  previous  grades  they  may  make  two  new 
sets  of  patterns  from  }/i"  and  1-8"  squares  for  use  on  posters. 
If  not,  teach  lettering  as  indicated  for  preceding  grades. 

17.  •  Cutting  of  a  free  hand  alphabet  from  oblongs  of  paper. 
This  may  seem  difficult  at  first  but  can  be  well  done  after  a  few 


Drawing 


311 


lessons  emphasizing  the  importance  of  uniform  width  in  the  parts 
of  the  letters.  (See  Industrial  Art  Text  Book  II,  p.  16.) 

18.  Using  an  automobile  advertisement  from  a  magazine 
as  a  pattern  let  each  child  make  a  poster  for  an  auto  show  or  to 
advertise  his  favorite  car.  Emphasize  the  following  points: 

1.  Strong  contrasts. 

2.  Good  margins  (widest  at  bottom). 

3.  Letters  close  together  in  horizontal  lines  and  close 
to  the  poster  shapes  to  which  they  refer.  Letters 
of  some  dominant  color  in  the  poster. 

4.  A  border  of  some  dominant  color  in  the  poster. 

19.  Make  posters  to  advertise  the  school  or  community 
entertainments  for  Lincoln’s  or  Washington’s  birthday.  Letter¬ 
ing  of  cut  paper  may  be  used  with  magazine  pictures. 

20.  Better  English  posters  or  health  posters. 

*21.  Object  drawing  of  utensils  or  vehicles  of  interest  to 
children.  These  should  be  the  result  of  carefuL  study  of  form. 

22.  Much  practice  in  sketching  with  pencil  from  objects 
and  from  memory,  to  give  the  children  power  to  express  them¬ 
selves  by  pencil  sketches. 

March- April — Costume  and  Interior. 

*23.  Collect  samples  of  dress  goods,  wall  papers,  cretonnes 
etc.,  and  arrange  from  them  some  plans  for  rooms  and  costumes. 
These  may  be  attained  by  having  children  write  to  large  firms 
requesting  samples.  From  year  to  year  preserve  these  to  make 
a  reference  collection. 

*24.  Have  children  plan  costume  to  go  with  a  given  sample. 

*25.  Have  children  select  from  fashion  books  a  tasteful 
spring  outfit  and  plan  color  schemes. 

26.  Let  each  child  make  a  miniature  room  with  original 
color  scheme  of  standard,  tints  and  shades.  The  walls  and  floor 
of  cardboard  should  be  hinged  together  with  cloth.  2  side  walls 
43^"x6".  Back  wall  43/2^ 'x7".  Floor  6"x7 3^". 

The  color  schemes  given  below  should  be  placed  on  the  board 
for  the  children  to  read  and  each  child  to  decide  what  scheme 
he  wishes  to  use.  (Unless  the  teacher  has  had  considerable 


312 


Vermont  Course  of  Study 


experience  in  teaching  color  harmonies,  it  will  be  safer  for  her 
to  use  these  schemes  than  to  experiment  with  other,  thereby 
risking  inharmonious  results). 

A  discussion  of  the  effect  of  colors  on  various  rooms  should  be 
held  before  the  actual  construction  work  begins.  The  warmer 
colors — tints  and  shades  of  yellow,  orange  and  red — should  be 
used  in  room^s  which  are  not  sunny,  as  they  create  the  effect  of 
warmth  and  light.  In  a  sunny,  southern  room,  the  cooler  colors 
or  neutrals — grays,  greens  and  blues — may  be  used  to  make  the 
room  seem  quiet  and  restful  and  not  too  glaringly  bright.  A 
light  yellow  room  flooded  with  sunlight  would  be  so  light  as  to  be 
uncomfortable  to  the  occupant,  while  a  dark,  northern  room 
with  green  or  blue  walls  would  be  depressing  and  gloomy. 

The  effect  of  horizontal  and  vertical  lines  may  also  be  dis 
cussed,  although  it  is  not  particularly  applicable  to  these  rooms 
which  the  children  are  constructing — they  are  neither  too  high 
nor  too  low. 

Horizontal  lines  such  as  picture  mouldings,  and  borders  and 
flounces  at  the  top  of  window  curtains,  have  a  tendency  to  reduce 
the  height  of  a  room.  Vertical  lines  have  the  opposite  effect, 
giving  an  impression  of  height.  These  facts  may  be  brought  out 
by  comparing  the  appearance  of  two  rooms  of  identical  dimen¬ 
sions  in  which  the  two  types  of  line  arrangement  have  been  em¬ 
phasized. 


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313 


Suggestions  for  Color  Schemes 


314 


Vermont  Course  or  Study 


*27.  Easter  cards  using  original  bisymmetric  cuttings  of 
rabbits,  flowers,  chickens,  etc. 

May- June — Nature  and  Design. 

28.  With  brush,  pencil,  crayon  or  cut  paper  make  studies 
of  spring  flowers  and  arrange  them  well  in  a  space. 

*29.  Make  careful  pencil  drawings  of  flower  details  to  be 
used  as  design  motives.  In  Nature  study  many  careful  drawings 
will  also  be  needed. 

*30.  Using  either  square  paper  or  cut  paper  make  units  of 
design  based  on  the  drawings  made.  (Industrial  Art  Book  III. 
pp.  65-67). 

*31.  Use  these  design  motives  on  a  string  box.  Book  III, 

p.  68. 

*32.  Posters  for  the  campaign  for  better  gardens. 

33.  Simple  landscapes  in  standard,  tint,  and  shade. 

*34.  Birds  used  to  make  plant  sticks.  (See  Industrial 
Art  Text  Book  IV,  p.  49  and  Book  II,  pp.  48-49). 

GRADES  VII  AND  VIII 

September-0 ctober — Color  and  Design. 

*1.  Review  standards,  primary  and  binary  colors,  tints  and 
shades. 

Teach  complementar}”  colors  as  the  colors  opposite  to  each 
other  in  the  color  circle  which  when  mixed  together  will  make 
gray.  Develop  the  fact  that  complements  when  used  together 
tend  to  make  each  other  appear  more  brilliant.  Apply  the  theor\^ 
of  complementary  color  in  discussing  rooms,  costumes,  etc.  Fold 
a  circle  oh  black  paper  in  6  parts  and  cut  openings  to  make  an 
original  color  circle. 

*2.  Teach  analagous  colors  as  those  adjoining  each  other 
in  the  color  circle. 

*3.  By  discussion  and  many  illustrations  develop  the  fact 
that  we  should  use  the  brightest  colors  in  small  quantities  and 
the  duller  colors  in  large  spaces.  Equal  areas  of  either  comple¬ 
mentary  or  analagous  colors  in  their  frdl  intensity  do  not  give  a 


Drawing 


315 


good  harmony.  To  illustrate — In  a  room  furnished  with  greens 
a  very  little  red  is  good,  but  a  bright  red  rug  or  curtains  would  be 


Plate  XVII. 


bad.  On  a  dark  dress  a  bit  of  orange  for  complementary  har¬ 
mony  or  a  bit  of  bright  green  for  analagous  harmony  is  in  good 
taste  but  large  quantities  of  these  colors  are  not  in  good  taste. 
In  posters  and  masquerade  costumes  the  intense  colors  are  used 
but  not  in  equal  areas  and  always  neutralized  b}^  black  and  white. 
These  principles  should  be  applied  throughout  the  year  to  every 
probl  em  un  dertaken . 

4-5.  Careful  drawings  of  autumn  flowers.  Teach  the 
difference  betw'een  representation,  decorative  arrangement  and 
conventional  design.  Make  all  three  of  these  from  the  same 
flower.  (See  Industrial  Art  Text  Book  4,  pp.  64-67). 

6.  Finish  some  of  the  designs  in  analagous  and  comple¬ 
mentary  harmonies. 

I 

7.  Make  a  design  from  nature  motive  and  apply  it  to  a 
note  book  cover  for  Nature  Study  or  an  envelope  for  seeds. 
(See  Illustration). 

8.  Design  place  cards  for  Halloween  or  plan  decorations 
for  the  Halloween  party  or  make  candle  shades  with  Halloween 
motives. 


316 


Vermont  Course  of  Study 


9-12.  N ovember-December — Constructive  Design  and  Holiday 

Projects. 

In  the  Junior  High  these  two  months  should  be  spent  in 
designing  for. the  shops  and  sewing  classes  as  far  as  possible. 


Plate  XVIII. 

Greeting  cards,  place  cards,  gift  boxes,  aprons,  bags,  etc,  should 
occupy  this  time,  applying  color  theory  and  design  to  each  pro¬ 
ject.  Some  classes  may  make  several  objects  and  some  may  use 
the  whole  time  on  a  single  object  requiring  much  careful  work. 
The  girls  w^ill  like  to  crochet  the  objects  shown  in  Book  III,  pp. 
38-39.  Another  good  project  is  given  on  pp.  42-43.  Working 
drawings  should  be  made  of  all  shop  projects  as  illustrated  in 
Books  III  and  IV. 

J anuary-F ebruary — Lettering  and  Object  Drawhig. 

13.  Careful  study  of  good  letter  forms.  Each  student 
should  make  a  good  cut  paper  alphabet  and  a  good  alphabet  with 
ink. 

14.  Make  posters  for  school  activities  or  for  neighboring 
stores.  * 

15.  Cylindrical  perspective. 


Drawing 


317 


Teach  the  drawing  of  cylindrical  objects  below  the  eye.  The 
teacher  should  thoroughly  understand  this  subject  before  pre¬ 
senting  it.  (See  Industrial  Art  Text  Books  III  and  IV  under 
Object  Drawing. 


F.^3  - ^  - - -  F'f 

Difi^enr  Bowl  Fwms  Draw«  ooct'e  Some  Construction  Lines 
Object  Dnwiog:  (low  to  Draw  Objects  Based  on  the  CylSmlcr. 


Plate  XIX. 

16.  Collect  from  magazines  a  number  of  good  illustrations 
of  cylindrical  perspective  such  as  cans,  bottles,  tires,  barrels, 
etc.  Mount  on  chart  for  permanent  reference. 

17.  Using  barrels  or  peck  measure  with  fruit  or  vegetables 
make  posters  for  sales  of  home  produce.  Made  on  a  wooden 
board  and  covered  with  shellac  these  may  be  used  for  roadside 
advertising. 

18.  Study  circles  above  the  eye  and  draw  a  group  of  lan¬ 
terns  for  use  on  poster  for  lawn  party. 

19.  Much  freehand  pencil  sketching  from  objects  and 
memor}^  should  be  done  to  give  power  in  free  expression  of  ideas. 


March- April — Costume  and  Interior.  , 

20.  Using  fashion  figures  as  patterns,  design  costumes  for 
individual  types. 

21.  Make  collection  of  samples  and  choose  good  color 
combinations  for  various  costumes,  discussing  fitness  to  purpose. 

22.  Design  costumes  for  certain  types  and  occasions,  show¬ 
ing  sample  of  goods  from  which  each  is  to  be  made. 

23.  Girls  design  embroidery  for  garment  to  be  made  in 
sewing  class.  Meanwhile  boys  design  for  printing  class.  If 


318 


Vermont  Course  of  Study 


there  is  no  printing  class  let  them  design  and  make  a  bird  house, 
first  making  plans  and  working  drawings.  Book  III.  p.  50. 

24.  Plan  the  redecoration  of  the  classroom.  If  possible 
have  the  boys  and  girls  share  in  the  actual  work  of  improving 
the  classroom.  A  light  tint  of  soft  brown  alabastine  or  muresco 
might  be  used  on  the  walls  b}"  the  boys. 

25.  Discuss  the  effect  of  color  on  the  light  of  a  room;  the 
effect  of  line  on  the  height  of  a  room,  the  importance  of  quiet 
tones  on  walls,  the  danger  of  too  many  “spotty”  objects  in  a 
room,  etc.  Collect  from  uiagazines  pictures  of  good  and  bad 
rooms.  Mount  these  carefully  as  part  of  a  permanent  reference 
collection. 

26.  From  collections  of  samples  plan  color  scheme  for  an 
actual  room,  drawn  to  scale.  Tr}'^  it  in  complementary  harmony 
or  analagous  harmony.  Use  bright  colors  only  in  small  spaces. 

Note:  A  valuable  reference  for  the  upper  grades  is  ‘  ‘Costume 
Design  and  House  Planning”  by  Estelle  Izor,  published  b}^  At¬ 
kinson,  Menzer  Co. 


Inotes 

LttJ 

NATURE 

STUDY 


Plate  XX.  Suggestions  for  Notebook  Covers 


Drawing 


319 


27.  With  pencil  or  crayon  make  careful  studies  of  spring 
flowers. 

28.  From  any  flower  you  choose,  make 

1.  Realistic  drawing. 

2.  Decorative  design. 

3.  Conventional  design.  See  Illustration  XVIII, 
Also  see  Ind.  Art  Book  IV,  p.  64-65. 

29.  Use  the  decorative  or  conventional  designs  on  booklets 
or  commencemient  programs. 

30.  Application  of  floral  designs  to  a  knitting  bag.  Book 
IV,  p.  68-69. 

31.  Make  collections  from  magazines  of  landscapes. 
Moimt  on  a  chart.  With  these,  and  the  surrounding  landscape 
as  motives  have  each  child  make  an  original  landscape  composi¬ 
tion  in  black,  white  and  one  bright  color  (orange  for  instance). 

Combined  with  lettering  use  these  landscapes  on  “Boost 
Vermont”  posters,  vacation  posters,  etc. 

JUNIOR  HIGH 

In  the  Junior  High  the  theory  of  color  and  design  and 
costume  and  interior  may  be  taught  as  in  other  grades.  Book 
IV  will  be  a  valuable  reference.  Eveiy^  possible  opportunity  to 
design  for  the  industrial  processes  should  be  improved.  The 
spacing  of  printing,  the  decorative  designs  for  printed  cards,  the 
forms  of  objects  to  be  made  in  shops,  the  designs  to  be  applied 
to  sewing,  etc.,  are  more  valuable  and  worth  while  than  any  ab¬ 
stract  problems.  Because  of  the  varied  equipments  and  courses 
in  Junior  High  Schools  it  is  not  possible  to  make  a  course  to  fit 
them  all.  Every  possible  application  of  design  to  the  industries 
and  other  subjects  should  be  made.  Pencil  sketching  of  familiar 
objects,  and  working  drawings  of  articles  made  in  manual  training 
should  also  be  taught.  Note  books  for  English,  Civics,  History, 
etc. ,  may  be  made  and  illustrated.  No  grades  are  richer  in  oppor¬ 
tunities  for  vital  correlations  than  those  included  in  the  Junior 
High. 


f 


320 


Vermont  Course  of  Study 


XVI.  BOOKS  FOR  TEACHERS’  PROFESSIONAL 

READING 

A  list  is  given  here  of  desirable  books  for  professional  reading. 
Most  of  them  are  general  in  their  nature.  Other  reference  books 
are  given  under  separate  subjects. 

Advice  to  individual  teachers  concerning  professional  reading 
will  be  gladly  given  at  any  time. 

I.  Psychology  and  Child  Study 

Bachman,  Frank  P.  Principles  of  Elementaiy^  Educa¬ 
tion,  D.  C.  Heath  &  Co.,  SI. 25 
Bagley,  Wm.  C.  The  Educative  Process 

The  Macmillan  Co.,  SI. 25 
Betts,  George  H.  The  Mind  and  its  Education 

D.  Appleton  &  Co.,  SI. 25 

Colvin,  Stephen  S.  & 

Human  Behavior 

The  Macmillan  Co.,  SI -25 
Democracy  and  Education 

The  Macmillan  Co.,  SI. 40 
Aspects  of  Child  Life  and  Educa¬ 
tion,  Ginn  &  Co.,  SI. 50 
Talks  to  Teachers  on  Psychology 
Heniy^  Holt  &  Co.,  SI. 50 
Briefer  Course  in  Psychology 
Heniy^  Holt  &  Co.,  SI. 50 
Habit  Formation  and  the  Science 
of  Teaching,  Longmans,  Green 
&Co.,  $1.50 

Elements  of  Psychology 

A.  G.  Seller  SI. 25 

II.  Pedagogy  and  General  Methods. 

Baltimore  County  Public  Schools  Course  of  Study 

Warvdck  &  York,  Baltimore 

S2.75 


Bagley,  W.  C. 
Dewey,  John 
Hall,  G.  Stanley 
James,  William 
James,  William 


Rowe,  Stuart  H. 


Thorndike,  Edward 
L. 


Teachers’  Professional  Reading 


321 


Bryan,  Elmer  B. 

Charters,  W.  W. 

Dewey,  John 

Earhart,  Lida  B. 

Kendall,  Calvin  N. 
Mirick,  G.  A. 

Kennedy,  Joseph 
Klapper,  Paul 
Lincoln,  Lillian  1. 
McMurry,  Frank  M. 

O’Shea,  M.  V. 

Stray er,  George  D. 


The  Basis  of  Practical  Teaching 
Silver  Burdett  &  Co., 
Methods  of  Teaching 

Row,  Peterson  &  Co.,  $1.25 
How  We  Think 

D.  C.  Heath  &  Co.,  $1.00 
Types  of  Teaching 

Houghton  Mifflin  Co.,  $1.25 

&  j 

How  to  Teach  the  Fundamental 
Subjects 

Houghton  Mifflin  Co.,  $1.25 
Fundamentals  in  Methods 

The  Macmillan  Co.,  $1.25 
Principles  of  Educational’  Prac¬ 
tice,  D.  Appleton  &  Co., 
Everyday  Pedagogy 

Ginn  &  Co.,  $1.00 
How  to  Study  and  Teaching  How 
to  Study 

Houghton  Mifflin  Co.,  $1.25 
Everyday  Problems  in  Teaching 
The  Bobbs-Merrill  Co.,  $1.25 
A  Brief  Course  in  the  Teaching 
Process,  The  Macmillan  Co., 

$1.25 


Stray  er,  George  D.  & 

Northsworthy,  Naomi  How  to  Teach 

The  Macmillan  Co.,  $1.30 
Thorndike,  Edward  L.  Education 

The  Macmillan  Co.,  $1.25 


III.  School  Administration  and  Management. 

Bagley,  William  C.  School  Discipline 

The  Macmillan  Co.,  $1.25 

Colgrove,  Chauncey 

P.  The  Teacher  and  the  School 

Chas.  Scribner’s  Sons  Co.,  $1.25 


322 


Vermont  Course  of  Study 


Cubberley,  Ell  wood 

P. 

Johnson,  George  E. 

Morehouse,  Frances 

M. 

Salisbury,  Albert 
Sears,  J.  B. 

Seeley,  Levi 
Waits,  Harmon  E. 

IV.  Rural  School  Problems 


Public  School  Administration 
Houghton  Mifflin  Co.,  S2.50 
What  to  do  at  Recess 

Ginn  &  Co.,  $.25 

The  Discipline  of  the  School 

D.  C.  Heath  &  Co.,  $1.25 
School  Management 

Row,  Peterson  &  Co.,  $1.00 
Classroom  Organization  and  Con¬ 
trol 

Houghton  Mifflin  Co.,  $2.25 
A  New  School  Management 
Hinds,  Noble  &  Eldredge  $1.25 
Practical  Problems  of  the  School 
Benjamin  H.  Sanborn  &  Co., 

$1.75 


Betts,  George  H.  & 

Hall,  Otis  E.  Better  Rural  Schools 

The  Bobbs-Merrill  Co.,  $1.25 
Carney,  Mabel  Countr^r  Life  and  the  Coimtry 

School 

Silver,  Burdett  &  Co.,  $1.25 

Culter,  H.  M.  &^Stone, 

The  Rural  School:  Its  ^Methods 
Silver,  Burdett  &  Co.,  $1.10 
Play  and  Recreation  for  the  Open 
Coimtry,  Ginn  &  Co.,  $1.25 

The  Work  of  the  Rural  Schools 
Harper  Brothers,  $1.00 
The  American  Rural  School 

The  Macmillan  Co.,  $1.25 
Among  Country  Schools 

Ginn  &  Co.,  $1.25 


Julia  M. 

Curtis,  Henry  S. 

Eggleston,  J.  D.  & 
Bruere,  R.  W. 

Foght,  Harold  W. 

Kem,  0.  J. 


Teachers’  Professional  Reading 


323 


Quick,  Herbert 

History  of  Education 
Dexter 

Monroe,  Will  S. 

Seeley,  Levi 


The  Brown  Mouse 

The  Bobbs-Merrill  Co.,  $1.25 

History  of  Education  in  the 
United  States 

The  Macrhillan  Co.,  $2.00 
Brief  Course  in  the  History  of 
Education 

The  Macmillan  Co.,  $1.25 
History  of  Education  . 

American  Book  Co.,  $1.25 


Miscellaneous 


Clark,  John  K. 
Engleman,  J.  O. 

Griggs,  Edward  H. 
Starch,  Daniel 
Allen,  W.  H. 
Bancroft 

Barry,  William  F. 
Clark,  Lydia 

Lee,  Joseph 
Scott,  C.  A. 


Systematic  Moral  Education 
A.  S.  Barnes  Co.,  $ 

Moral  Education  in  School  and 
Home 

Benjamin  H.  Sanborn  &  Co., 

$1.50 

Moral  Education 

B.  W.  Huebsch  $2.00 
Educational  Measurements 

The  Macmillan  Co.,  $3.00 
Civics  and  Health 

Ginn  &  Co.,  $1.25 
Games  for  the  Playground,  Home 
School  and  G}minasium. 

The  Macmillan  Co.,  $1.75 
The  Hygiene  of  the  Schoolroom 
Silver,  Burdett  &  Co.,  $1.00 
Physical  Training  for  the  Ele¬ 
mentary  Schools 
Benjamin  H.  Sanborn  Co., 
Play  in  Education 

The  Macmillan  Co.,  $1.50 
Social  Education 

Ginn  &  Co.,  $1.25 


i 

•  r 

. 


—^^120662^245 


324 


Vermont  Course  of  Study 


Smith.  W.  H. 


Stevenson,  John  A. 


Whipple,  Grey  M. 


Whitney,  William 


Winship,  A.  E. 


All  the  Children  of  All  the  People 
The  Macmillan  Co.,  $1.10 
The  Project  Method  of  Teaching 
The  Macmillan  Co.  $ 
How  to  Study  Effectively 
Public  School  Publishing  $.40 
The  Socialized  Recitation 

A.  S.  Barnes  Co.,  $.54 
Danger  vSigrals  for  Teachers 

Forbes  &  Co.,  $1.00 


W  mzm  CF  THE 


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UNIVEKSITY  OF  ILLINOIS. 


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